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Sample records for academic english language

  1. 75 FR 13751 - Office of English Language Acquisition; Overview Information; Language Enhancement, and Academic...

    Science.gov (United States)

    2010-03-23

    ... DEPARTMENT OF EDUCATION Office of English Language Acquisition; Overview Information; Language... Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) may... Secretary and Director, Office of English Language Acquisition, Language Enhancement, and Academic...

  2. After exit: Academic achievement patterns of former English language learners.

    Directory of Open Access Journals (Sweden)

    Ester J. de Jong

    2004-09-01

    Full Text Available With few exceptions, accountability systems for programs for English language learners (ELLs have focused on the achievement patterns of ELLs who are still considered “limited English proficient” and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual or English as a Second Language (ESL program. Disaggregating data for former ELLs can therefore provide important information for long-term district and program accountability. The study was concerned with the achievement patterns in English language arts, Math, and Science of former ELLs who attended a bilingual and a English as a Second Language (ESL program. It also explored whether length of program participation and grade level exited played a significant role in predicting academic achievement patterns for these exited students. Results indicate that 4th grade students more closely paralleled non- ELL students’ achievement patterns than 8th grade students, particularly for the BE students. While length of program participation is not a significant predictor of former ELLs’ academic success, exit grade does emerge as an important variable to take into consideration in setting exit guidelines.

  3. Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students

    OpenAIRE

    Chang, Sandy

    2013-01-01

    As an initial step toward understanding which features of academic language make science-based expository text difficult for students with different English language proficiency (ELP) designations, this study investigated fifth-grade students' thoughts on text difficulty, their knowledge of the features of academic language, and the relationship between academic language and reading comprehension. Forty-five fifth-grade students participated in the study; 18 students were classified as Engli...

  4. Effects of Academic and Non-Academic Instructional Approaches on Preschool English Language Learners' Classroom Engagement and English Language Development

    Science.gov (United States)

    Markova, Ivana

    2017-01-01

    This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic)…

  5. A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

    Science.gov (United States)

    Hayati, Noor

    2015-01-01

    This research aimed to investigate; students' English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students' final English scores of the first year, BALLI, and SILL were…

  6. The Academic English Language Needs of Industrial Design Students in UiTM Kedah, Malaysia

    Science.gov (United States)

    Adzmi, Nor Aslah; Bidin, Samsiah; Ibrahim, Syazliyati; Jusoff, Kamaruzaman

    2009-01-01

    The purpose of this study was to analyse the academic English language lacks and needs of Industrial Design students in Universiti Teknologi MARA Kedah (UiTM). It highlights the lacks and needs for English for Academic Purposes in helping the students to succeed in the program through the usage of English language. The research tools used were in…

  7. English Language Teaching and the Promotion of Academic Ethics

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    Berrington Ntombela

    2011-07-01

    Full Text Available Institutions of higher learning carry a burden of inculcating a culture of academic ethical behaviour among students as part of their responsibility to produce citizens of high calibre. In fact, this burden is more expedient and pronounced because of aberrant behaviours such as cheating that can affect institutions’ credibility.   This paper therefore looks into potentially the prevalent attitude towards cheating among students in a University College in Oman. The research is carried out qualitatively through video recording a testing session and through unstructured interviews in order to gather evidence of cheating and to establish reasons why students cheat. Most importantly, it seeks to address this attitude by advocating the role that English Language Teaching (ELT plays in dealing with this problem. The main reasonbehind cheating, which seems to reflect the prevailing socio-cultural dimension, is highlighted and measures to address the attitude are put forward.

  8. Academic Motivations of Pre-Service English Language Teachers

    Science.gov (United States)

    Ariogul, Sibel

    2009-01-01

    This study examines the academic motivation, in a Turkish context, of Turkish pre-service English teachers to contribute field research. Students (n=287) completed the Academic Motivation Scale (AMS) and a demographic questionnaire. Data were analyzed using descriptive statistics, a one-way ANOVA, independent sample t-test, and Pearson product…

  9. Enhancing Academic Instruction for Adolescent English Language Learners with or at Risk for Learning Disabilities

    Science.gov (United States)

    Haager, Diane; Osipova, Anna V.

    2017-01-01

    An increasing number of children worldwide attend schools where the language of instruction does not match their native language, presenting significant challenges with learning the content and vocabulary of academic content areas (e.g., social studies, science). In the U.S., these students are designated as English language learners…

  10. The Relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) Scores and Academic Success of International Master's Students

    Science.gov (United States)

    Arcuino, Cathy Lee T.

    2013-01-01

    The purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who…

  11. The relationship between mathematics and language: academic implications for children with specific language impairment and English language learners.

    Science.gov (United States)

    Alt, Mary; Arizmendi, Genesis D; Beal, Carole R

    2014-07-01

    The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). School-age children (N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance. The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers without SLI on language-light mathematics tasks that involved visual working memory for numerical symbols. Mathematical difficulties of children who are ELLs appear to be related to the language demands of mathematics tasks. In contrast, children with SLI appear to have difficulty with mathematics tasks because of linguistic as well as nonlinguistic processing constraints.

  12. ELF in English language teaching: Researching attitudes of Serbian academic community

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    Ošmjanski Vera B.

    2016-01-01

    Full Text Available The aim of the empirical part of the research was to explore the attitude of the Serbian academic community towards the English language used as lingua franca (ELF, i.e. neutral variety of the English language. The results might be a starting point in considering whether to include ELF in the language policy and, consequently, into English curricula in Serbia. The research included members of Serbian academic community, students of different departments, and English language teachers in the state owned and privately owned universities in Belgrade, Novi Sad and Nis. After examining their attitudes towards key postulates of ELF the conclusions are that it is necessary to start discussions about the concepts of the variety and to reassess current deeply rooted ideas about the English language from the perspective of modern linguistic trends. The need for a more liberal approach to the variety is not generated only in the needs of the market, i.e. those people to whom English is a practical means of international communication, but also the need to adjust ELT (English Language Teaching to modern linguistic tendencies and the European Council recommendations.

  13. The English proficiency and academic language skills of Australian bilingual children during the primary school years.

    Science.gov (United States)

    Dennaoui, Kamelia; Nicholls, Ruth Jane; O'Connor, Meredith; Tarasuik, Joanne; Kvalsvig, Amanda; Goldfeld, Sharon

    2016-04-01

    Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4-5 years of age predicts academic language and literacy skills among Australian bilingual children at 10-11 years of age, as part of the Longitudinal Study of Australian Children ( LSAC, 2012 ). The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children. Data were analysed from a sub-sample of 129 bilingual children from the LSAC Kindergarten cohort (n = 4983), for whom teachers completed the Australian Early Development Index (AEDI) checklist (a population measure of early childhood development) and the Academic Rating Scale (ARS) language and literacy subscale. Linear regression analyses revealed that bilingual children who commenced school with stronger English proficiency had higher academic language and literacy scores at the end of primary school (β = 0.45). English proficiency remained a significant predictor, even when accounting for gender and socio-economic disadvantage (β = 0.38). The findings indicate that bilingual children who begin school without English proficiency are at risk of difficulties with academic language and literacy, even after 6 years of schooling. Risk factors need to be identified so early support can be targeted towards the most vulnerable children.

  14. The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students

    Science.gov (United States)

    Dev, Smitha; Qiqieh, Sura

    2016-01-01

    The present study aims to find out the relationship between English Language proficiency, self-esteem, and academic achievement of the students in Abu Dhabi University (ADU). The variables were analyzed using "t" test, chi-squire and Pearson's product moment correlation. In addition, Self-rating scale, Self-esteem inventory and Language…

  15. Chinese Teaching English as a Foreign Language (TEFL) Academics' Perceptions about Research in a Transitional Culture

    Science.gov (United States)

    Bai, Li; Millwater, Jan; Hudson, Peter

    2012-01-01

    Research capacity building has become a prominent theme in higher education institutions in China and across the world. However, Chinese Teaching English as a Foreign Language academics' research output has been quite limited. In order to build their research capacity, it is necessary to understand their perceptions about research. This case study…

  16. A Bourdieuian Analysis: Teachers' Beliefs about English Language Learners' Academic Challenges

    Science.gov (United States)

    Shim, Jenna Min

    2014-01-01

    Using Pierre Bourdieu's concept of "habitus," this work analyzes five teachers' beliefs about English language learners' academic challenges. In reference to reproductive and inventive qualities of "habitus," this article argues that teachers' beliefs that are linked to their socio-cultural backgrounds can delimit or enhance…

  17. Embedded academic writing support for nursing students with English as a second language.

    Science.gov (United States)

    Salamonson, Yenna; Koch, Jane; Weaver, Roslyn; Everett, Bronwyn; Jackson, Debra

    2010-02-01

    This paper reports a study which evaluated a brief, embedded academic support workshop as a strategy for improving academic writing skills in first-year nursing students with low-to-medium English language proficiency. Nursing students who speak English as a second language have lower academic success compared with their native English-speaking counterparts. The development of academic writing skills is known to be most effective when embedded into discipline-specific curricula. Using a randomized controlled design, in 2008 106 students pre-enrolled in an introductory bioscience subject were randomized to receive either the intervention, a 4-day embedded academic learning support workshop facilitated by two bioscience (content) nursing academics and a writing and editing professional, or to act as the control group. The primary focus of the workshop was to support students to work through a mock assignment by providing progressive feedback and written suggestions on how to improve their answers. Of the 59 students randomized to the intervention, only 28 attended the workshop. Bioscience assignment results were analysed for those who attended (attendees), those randomized to the intervention but who did not attend (non-attendees), and the control group. Using anova, the results indicated that attendees achieved statistically significantly higher mean scores (70.8, sd: 6.1) compared to both control group (58.4, sd: 3.4, P = 0.002) and non-attendees (48.5, sd: 5.5, P = 0.001). A brief, intensive, embedded academic support workshop was effective in improving the academic writing ability of nursing students with low-to-medium English language proficiency, although reaching all students who are likely to benefit from this intervention remains a challenge.

  18. English as a World Language in Academic Writing

    Science.gov (United States)

    Genc, Bilal; Bada, Erdogan

    2010-01-01

    Language is a phenomenon which can hardly be viewed separate from its very inherent component, culture. This component does by all means play a significant role in enabling the language to gain a global status. No doubt, some prominent issues do contribute to this process: political, economic, and military supremacy, to name but a few. This study…

  19. English Language Proficiency Tests and Academic Achievement: A Study on the Malaysian University English Test as a Predictor of Technical Programme Undergraduates Academic Achievement

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    Nurhazlini Rahmat

    2015-02-01

    Full Text Available In the Malaysian education system, English has always played an important role. In acknowledging its importance, Malaysian University English Test (MUET has been introduced to enable continued emphasis on this role.  MUET has been made compulsory for those who wish to pursue a first degree programme in local universities. This study aims to examine the relationship between English language proficiency test (as measured by MUET bands to predict the undergraduates academic achievement (as measured by Cumulative Grade Point Average score. It also aims to determine the recommended MUET band as an entry requirement for prospective technical programme undergraduates in Universiti Putra Malaysia (UPM. The study was carried out among 225 final year undergraduates of five different faculties in UPM, namely Faculty of Engineering, Faculty of Forestry, Faculty of Biotechnology and Biomolecular, Faculty of Food Science and Technology, and Faculty of Veterinary Medicine.  The data used were obtained by administering a brief questionnaire and were quantitatively analysed using Statistical Package for Social Science (SPSS version 19.  The study revealed that there is a medium positive correlation between English language proficiency and academic achievement where students who have scored higher bands for MUET are the ones who obtained higher CGPA in their study. Based on the findings, it is recommended that UPM and other local universities make changes towards the minimum MUET entry requirement to help prospective undergraduates excel in their academic study. Keywords: English language proficiency, academic achievement, technical programme, MUET, CGPA

  20. English Language Teaching and the Promotion of Academic Ethics

    Science.gov (United States)

    Ntombela, Berrington

    2011-01-01

    Institutions of higher learning carry a burden of inculcating a culture of academic ethical behaviour among students as part of their responsibility to produce citizens of high calibre. In fact, this burden is more expedient and pronounced because of aberrant behaviours such as cheating that can potentially affect institutions' credibility. This…

  1. English language status and English communication in culturally diverse academic departments

    DEFF Research Database (Denmark)

    Selmer, Jan; Lauring, Jakob

    2011-01-01

    universities, results showed that English fluency had a positive association with inter-individual communication and management communication, both in English, while linguistic distance only had a positive relationship with inter-individual communication in English. Implications of these findings are discussed...

  2. THE RESULTS OF ENGLISH TEACHING AS A FOREIGN LANGUAGE FOR ACADEMIC STAFF IN THE ARTIFICIAL BILINGUALISM ENVIRONMENT

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    T. P. Rasskazova

    2017-01-01

    Full Text Available Introduction. In the conditions of the modern globalization, one of the most significant indicators of competitiveness of the universities is the academic mobility of students, graduate students, teachers and research associates that implies their free and competent enough foreign language skills, first of all English. Yet, until recently, comparatively little attention has been paid to foreign language skills of the Russian academic teaching staff. However, in recent years, with regard to the process acceleration of internationalization of the higher education to provide own effective functioning and remain a demanded one in education and training market, domestic higher education institutions are forced to quickly fill in the gaps of foreign language knowledge among academic teaching staff. The aim of this article is to analyse and describe the tuition outcomes for academic teaching staff based on the official exam results from Cambridge English Language Assessment for three years (2015–2017. Methodology and research methods. The research, which is grounded in interdisciplinary approach and lies at the intersection of psychology, linguistics and pedagogics, was conducted on the basis of the statistical analysis and generalization of mean scores of English language testing results, taking into account qualitative and quantitative standards of speech skills: reading, writing, listening, speaking and use of English (for levels B2, C1. Results and scientific novelty. The essential strengthening and development of the Cambridge English system for level increase of proficiency in English among the Russian academic teaching staff is proved. The data of external peer evaluation provided by exam centre Cambridge English Language Assessment including the foreign language training results of academic teaching staff are analysed. The results obtained show that contrary to the wide-spread opinion that productive skills (speaking and writing take longer

  3. English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia.

    Science.gov (United States)

    Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad

    2015-01-01

    All medical schools in Saudi Arabia have English as the primary official medium of instruction. Most of the high school education, however, is delivered in Arabic and hence the transition to an English based learning environment tends to be difficult for some students. Our study aims to correlate English language proficiency with academic performance among medical students in their preparatory year. A cross-sectional study design was used. Test scores of 103 preparatory year students (54 female and 49 male) were analyzed after the students completed an English language course and medical introductory course in their preparatory year. The total score obtained in the English course assessment was compared to each component of the medical content assessment. A significantly positive correlation (Spearman's Rho, at 0.01 levels) was seen between the scores of the English exam and the written exam (P English exam score was not obtained for the other components of the medical assessment, namely; student assignments, presentations and portfolios. English language proficiency is an important factor in determining academic proficiency of medical students in our college at the preparatory year level.

  4. Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students

    Science.gov (United States)

    Marks, Jamar Terry

    2017-01-01

    The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction…

  5. Assessment of English Language Learners in the Era of New Academic Content Standards

    Science.gov (United States)

    Bailey, Alison L.; Carroll, Patricia E.

    2015-01-01

    The purpose of this chapter is twofold: (1) to provide a detailed review of current language assessment policies and practices with English language learner (ELL) students under the federal requirements of the No Child Left Behind Act (NCLB; 2001) and relevant research in order to evaluate their technical quality and validity, and (2) to examine…

  6. Effects of goal-setting skills on students’academic performance in english language in Enugu Nigeria

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    Abe Iyabo Idowu

    2014-07-01

    Full Text Available The study investigated the effectiveness of goal-setting skills among Senior Secondary II students’ academic performance in English language in Enugu Metropolis, Enugu state, Nigeria. Quasi-experimental pre-test, post- test control group design was adopted for the study. The initial sample was 147 participants (male and female Senior Secondary School II students drawn from two public schools in Enugu zone of Enugu Metropolis. The final sample for the intervention consisted of 80 participants. This sample satisfied the condition for selection from the baseline data. Two research hypotheses were formulated and tested at 0.05 level of significance. Data generated were analyzed using the mean, standard deviation and t-test statistical method. The findings showed that performance in English language was enhanced among participants exposed to goal-setting intervention compared to those in the control group. The study also showed that there is a significant gender difference in students’ performance with female participants recording a higher mean score than males. Parental level of education was also found to be related to performance in English Language. Based on the findings, goal-setting intervention was recommended as a strategy to enhancing students’ academic performance particularly in English Language

  7. It is presented initially: linear dislocation & inter-language strategies in Brazilian Academic abstracts in english and portuguese It is presented initially: linear dislocation & inter-language strategies in Brazilian Academic abstracts in english and portuguese

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    Tim Johns

    2008-04-01

    Full Text Available In Brazil, as in the rest of the world, the academic community is under pressure to publish in English so that research findings can enter the mainstream of international debate as rapidly and effectively as possible. For the same reason, it is the editorial policy of most Brazilian academic journals that all papers, whether published in Portuguese or English, should be accompanied by abstracts in both languages. If the inclusion of English abstracts is not to become a meaningless ritual, it is a matter of some importance to evaluate how well the writers of such abstracts succeed in communicating the substance of their work to their peers outside Brazil, and also to examine the linguistic features that may facilitate or interfere with that communication. Although preliminary work has been undertaken by the author on both these questions, the present paper addresses the second only, with special reference to a problem at the intersection of syntax and discourse. In Brazil, as in the rest of the world, the academic community is under pressure to publish in English so that research findings can enter the mainstream of international debate as rapidly and effectively as possible. For the same reason, it is the editorial policy of most Brazilian academic journals that all papers, whether published in Portuguese or English, should be accompanied by abstracts in both languages. If the inclusion of English abstracts is not to become a meaningless ritual, it is a matter of some importance to evaluate how well the writers of such abstracts succeed in communicating the substance of their work to their peers outside Brazil, and also to examine the linguistic features that may facilitate or interfere with that communication. Although preliminary work has been undertaken by the author on both these questions, the present paper addresses the second only, with special reference to a problem at the intersection of syntax and discourse.

  8. Analysis of the Sheltered Instruction Observation Protocol Model on Academic Performance of English Language Learners

    Science.gov (United States)

    Ingram, Sandra W.

    This quantitative comparative descriptive study involved analyzing archival data from end-of-course (EOC) test scores in biology of English language learners (ELLs) taught or not taught using the sheltered instruction observation protocol (SIOP) model. The study includes descriptions and explanations of the benefits of the SIOP model to ELLs, especially in content area subjects such as biology. Researchers have shown that ELLs in high school lag behind their peers in academic achievement in content area subjects. Much of the research on the SIOP model took place in elementary and middle school, and more research was necessary at the high school level. This study involved analyzing student records from archival data to describe and explain if the SIOP model had an effect on the EOC test scores of ELLs taught or not taught using it. The sample consisted of 527 Hispanic students (283 females and 244 males) from Grades 9-12. An independent sample t-test determined if a significant difference existed in the mean EOC test scores of ELLs taught using the SIOP model as opposed to ELLs not taught using the SIOP model. The results indicated that a significant difference existed between EOC test scores of ELLs taught using the SIOP model and ELLs not taught using the SIOP model (p = .02). A regression analysis indicated a significant difference existed in the academic performance of ELLs taught using the SIOP model in high school science, controlling for free and reduced-price lunch (p = .001) in predicting passing scores on the EOC test in biology at the school level. The data analyzed for free and reduced-price lunch together with SIOP data indicated that both together were not significant (p = .175) for predicting passing scores on the EOC test in high school biology. Future researchers should repeat the study with student-level data as opposed to school-level data, and data should span at least three years.

  9. Social Justice and English Language Learners in the Borderland: A Personal Narrative of a Committed Principal Determined to Take the Steps Necessary for English Language Learners to Achieve and Succeed in Academic Content

    Science.gov (United States)

    Lechuga, Mary Helen

    2009-01-01

    This study embraces the pedagogy that this school's educators believed in and utilized to enhance and expand the academic knowledge of those students who posses a language different from the English language. This research study, represented in a personal narrative, attempts to question the widespread thinking that places all validity on using…

  10. The Relationship Between Mental Health Problems, Acculturative Stress, and Academic Performance in Latino English Language Learner Adolescents

    OpenAIRE

    Albeg, Loren Jennifer

    2013-01-01

    Latino adolescents, especially English language learners (ELLs) are considered to be a highly vulnerable group in our schools today. Despite their apparent need for additional social-emotional and academic learning (SEAL) supports, there is very little research to inform the type of cultural modifications (if any) needed to make SEAL interventions more appropriate for this population. Accordingly, this study focused on identifying the effects of acculturative stress (a culturally specific str...

  11. The interplay of locus of control and academic achievement among Iranian English foreign language learners

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    Mahbubeh Yazdanpanah

    2010-09-01

    Full Text Available This study sought to look at the relationship between locus of control (LOC orientation and academic achievement (ACH ofuniversity-age English Foreign Language (EFL learners. LOC is the extent to which individuals attribute their achievementseither to external influences such as fate or to their own efforts. The sample for the study included 120 students studyingEnglish literature at the department of Foreign Languages and Linguistics of Shiraz University. They were chosen conveniently,on a voluntary basis, from the sophomores, juniors, and seniors. The instrument used was the revised version of LOCquestionnaire (Rotter, 2003 which identifies orientations of internality or externality. The participants' grade point averageswere the measure of their ACH. A number of statistical analyses such as Pearson product-moment correlation, the regressionanalysis, and the T-tests for the independent samples were performed on the data to achieve the objectives of the study. Thefindings of this study revealed that (a the LOC and the socio-economic status (SES have significant relationships with theuniversity EFL students' ACH (b the LOC is a good predictor of the participants' ACH (c the internals perform at higher levels ofachievement than the externals (d there is a significant difference between mid/high SES-students and low SES-students in LOCorientation (e the external students with a mid/high SES achieve significantly lower averages than the external students with alow SES, but the internal students with a mid/high SES achieve only a little lower averages than the internal students with a lowSES (f the internals' grades for the general and the major courses have significant relationships with their LOC, but this is not sofor the externals (g the age and the year of the study do not have significant relationships with LOC and with ACH (h there isno main difference between male and female participants in LOC orientation (i and finally, there is not a

  12. Double threshold in bi- and multilingual contexts: preconditions for higher academic attainment in English as an additional language.

    Science.gov (United States)

    Lechner, Simone; Siemund, Peter

    2014-01-01

    Bi- and multilingualism has been shown to have positive effects on the attainment of third and additional languages. These effects, however, depend on the type of bi- and multilingualism and the status of the languages involved (Cenoz, 2003; Jessner, 2006). In this exploratory trend study, we revisit Cummins' Threshold Hypothesis (1979), claiming that bilingual children must reach certain levels of attainment in order to (a) avoid academic deficits and (b) allow bilingualism to have a positive effect on their cognitive development and academic attainment. To this end, we examine the attainment of English as an academic language of 16-years-old school children from Hamburg (n = 52). Our findings support the existence of thresholds for literacy attainment. We argue that language external factors may override positive effects of bilingualism. In addition, these factors may compensate negative effects attributable to low literacy attainment in German and the heritage languages. We also show that low attainment levels in migrant children's heritage languages preempt high literacy attainment in additional languages.

  13. Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education

    Science.gov (United States)

    Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya

    2015-01-01

    Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares…

  14. From Test Scores to Language Use: Emergent Bilinguals Using English to Accomplish Academic Tasks

    Science.gov (United States)

    Rodriguez-Mojica, Claudia

    2018-01-01

    Prominent discourses about emergent bilinguals' academic abilities tend to focus on performance as measured by test scores and perpetuate the message that emergent bilinguals trail far behind their peers. When we remove the constraints of formal testing situations, what can emergent bilinguals do in English as they engage in naturally occurring…

  15. The Importance of English Language Competency in the Academic Success of International Accounting Students

    Science.gov (United States)

    Morris, Michael; Maxey, Shirley

    2014-01-01

    The authors investigate the information content of two commonly used admission tests, namely the Graduate Management Admission Test and the Test of English as a Foreign Language (TOEFL). The analysis extends prior research by investigating the incremental information content of individual components from one admission test conditional on the…

  16. How Elementary Pre-Service Teachers Acquire Pedagogical Language Knowledge for Supporting English Learners' Academic Language Development

    Science.gov (United States)

    Harmon, Lois

    2017-01-01

    Increasingly large populations of English Learners (ELs) attend public schools within the US and teachers are held accountable for the academic performance of these students. Unfortunately, multiple studies have concluded that teachers graduating from teacher education programs are not equipped with the competencies to clearly identify the…

  17. English Learner Students' Readiness for Academic Success: The Predictive Potential of English Language Proficiency Assessment Scores in Arizona and Nevada. REL 2017-172

    Science.gov (United States)

    Haas, Eric; Tran, Loan; Huang, Min

    2016-01-01

    When is the right moment to transition an English learner student from part-time participation in English language development classes into full-time participation in mainstream English-only classes? English learner students should be moved into full-time mainstream English-only classes when they are sufficiently fluent in English to be able to…

  18. Language motivation and attitudes: a study with English for Academic Purposes learners

    Directory of Open Access Journals (Sweden)

    Flavia Azeredo Cerqueira

    2015-12-01

    The study investigates English for Academic Purposes (EAP course learners’ motivation within the L2 Motivational Self System Framework (cf. DÖRNYEI; CLÉMENT, 2001; DÖRNYEI, 2005; CSIZÉR; DÖRNYEI, 2005b and their achievement. The framework consists of three components, of which the ideal L2 self is the most important in the maintenance of motivation.  Brazilian learners of EAP, students of a federal university in Belo Horizonte, participated in the study. The data was collected by means of questionnaires about attitude and motivation towards the L2, L2 learning and EAP, and also the ethnicity and socioeconomic backgrounds of learners. The EAP course as a program component of a broader, federal Brazilian policy with both national and international stakeholders was also examined. The results suggest that the learners possess a well-established ideal L2 self.  The variables measured in this project presented a positive tendency towards L2 motivation. This confirms that the participants were motivated to learn the L2 language, in this case English.  The socioeconomic and ethnic variables indicate that whites from a middle-class background are the majority group on campus. Recommendations for further research in L2 motivation and policy studies conclude the paper. Keywords: EAP. Educational policy. International education. L2 motivational self system. Language attitudes. L2 learning.   Resumo Este estudo investiga a motivação de aprendizes de Inglês para Fins Acadêmicos (IFA a partir do Modelo de Autossistema Motivacional na L2 (DÖRNYEI; CLÉMENT, 2001; DÖRNYEI, 2005; CSIZÉR; DÖRNYEI, 2005b e o aproveitamento dos aprendizes no curso. O modelo de Autossistema Motivacional na L2 consiste de três componentes, nos quais o self ideal na L2é o mais importante para a manutenção da motivação. Os participantes do estudo eram aprendizes brasileiros de IFA, estudantes de uma universidade em Belo Horizonte. Os dados foram coletados em questionários sobre

  19. International Undergraduate English Language Learners' Perception of Language and Academic Acquisition through Online Learning: A Qualitative Phenomenological Study

    Science.gov (United States)

    De Jesus, Olga Noemi

    2014-01-01

    Many institutional programs are changing to incorporate more online opportunities as a way to meet the needs of their students. Therefore, international English language learners are being encouraged to take online courses in order to complete their programs of study at United States colleges or universities (Tan, Lee, & Steven, 2010). In this…

  20. 76 FR 14954 - National Professional Development Program; Office of English Language Acquisition, Language...

    Science.gov (United States)

    2011-03-18

    ... Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview... to provide instruction that accelerates ELs' acquisition of language, literacy, and content knowledge.... Rosalinda Barrera, Assistant Deputy Secretary and Director for English Language Acquisition, Language...

  1. Improving the provision of language services at an academic medical center: ensuring high-quality health communication for limited-English-proficient patients.

    Science.gov (United States)

    Standiford, Connie J; Nolan, Elizabeth; Harris, Michelle; Bernstein, Steven J

    2009-12-01

    To evaluate and improve the provision of language services at an academic medicine center caring for a diverse population including many limited-English-proficient (LEP) patients. The authors performed a prospective observational study between November 2006 and December 2008 evaluating the provision of language services at the University of Michigan Health System. The primary performance measures were (1) screening patients for their preferred language for health care, (2) assessing the proportion of LEP patients receiving language services from a qualified language services provider, and (3) assessing whether there were any disparities in diabetes care for LEP patients compared with English-speaking patients. The proportion of patients screened for preferred language increased from 59% to 96% with targeted inventions, such as training staff to capture preferred language for health care and correcting prior inaccurate primary language data entry. The proportion of LEP outpatients with a qualified language services provider increased from 19% to 83% through the use of staff and contract interpreters, over-the-phone interpreting and bilingual providers. There were no systematic differences in diabetes quality performance measures between LEP and English-proficient patients. Academic medical centers should measure their provision of language services and compare quality and safety data (e.g., performance measures and adverse events) between LEP and English-speaking patients to identify disparities in care. Leadership support and ongoing training are needed to ensure language-specific services are embedded into clinical care to meet the needs of our diverse patient populations.

  2. Science as a second language: Analysis of Emergent Bilinguals performance and the impact of English language proficiency and first language characteristics on the Colorado measures of academic success for science

    Science.gov (United States)

    Bruno, Joanna K.

    In an age when communication is highly important and states across the nation, including Colorado, have adopted Common Core State Standards, the need for academic language is even more important than ever. The language of science has been compared to a second language in that it uses specific discourse patterns, semantic rules, and a very specific vocabulary. There is a need for educators to better understand how language impacts academic achievement, specifically concerning Emergent Bilinguals (EBs). Research has identified the need to study the role language plays in content assessments and the impact they have on EBs performance (Abedi, 2008b; Abedi, Hofestter & Lord, 2004; Abedi & Lord, 2001). Since language is the means through which content knowledge is assessed, it is important to analyze this aspect of learning. A review of literature identified the need to create more reliable and valid content assessments for EBs (Abedi, 2008b) and to further study the impact of English proficiency on EBs performance on standardized assessments (Solorzano, 2008; Wolf, & Leon, 2009). This study contributes to the literature by analyzing EBs performance on a state-level science content assessment, taking into consideration English language proficiency, receptive versus productive elements of language, and students' home language. This study further contributes by discussing the relationship between language proficiency, and the different strands of science (physical, life, and earth) on the state science assessment. Finally, this study demonstrates that home language, English language proficiency, and receptive and productive elements of language are predictive of EBs' achievement on the CMAS for science, overall and by strand. It is the blending of the social (listening and speaking) with the academic (reading and writing) that is also important and possibly more important.

  3. The Effect of Parental Participation on the Academic Achievement of Female English as a Second Language Middle School Students in the Persian Gulf

    Science.gov (United States)

    Baydoun, Nada

    2013-01-01

    This study addressed the problem of underachieving female English as second language students in the Persian Gulf Region. The purpose of this correlational study was to explore the relationship between parental participation, as measured by a middle school parent-participation survey, and students' academic achievement, as measured by parent…

  4. Translanguaging in English Academic Writing Preparation

    Science.gov (United States)

    Adamson, John; Coulson, David

    2015-01-01

    We investigate translanguaging (i.e. the co-use of first and second languages) in a Content and Language Integrated Learning course, as a pragmatic means to promote the skill of young university students in extended critical academic writing. We aimed to prepare new undergraduate students (n = 180) for courses where partial English-medium…

  5. Adolescents' Use of Academic Language in Historical Writing

    Science.gov (United States)

    Shen, Ting

    2011-01-01

    Despite its importance of academic language, research on academic language is often limited to academic vocabulary and focused on the English language learners. Informed by systemic functional linguistics, this study examined adolescents' use of academic language and the relationships between its use and students' reading ability and their writing…

  6. Proposing a Knowledge Base for Teaching Academic Content to English Language Learners: Disciplinary Linguistic Knowledge

    Science.gov (United States)

    Turkan, Sultan; De Oliveira, Luciana C.; Lee, Okhee; Phelps, Geoffrey

    2014-01-01

    Background/Context: The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the mainstream teachers for meeting the academic needs of ELLs. Most recently, research on specialized knowledge for teaching has offered ways to…

  7. Reflections of Students' Language Usage in Social Networking Sites: Making or Marring Academic English

    Science.gov (United States)

    Thurairaj, Saraswathy; Hoon, Er Pek; Roy, Swagata Sinha; Fong, Pok Wei

    2015-01-01

    Social networking sites (SNSs) have become a major form of communication in today's day and age whereby language use has been impacted in various areas especially in that of learning and teaching. Young users use literally half their week engaging in SNSs communication, thereby giving rise to a brand of internet slang which is entirely their own.…

  8. English Language Teaching Profile: Sweden.

    Science.gov (United States)

    British Council, London (England). English-Teaching Information Centre.

    This profile in outline form of the English language teaching situation in Sweden discusses the role of English within Swedish society and within the Swedish educational system. The status of English as the principal foreign language since 1945 for use in business, the media and tourism is pointed out. The system of English instruction in the…

  9. English Language Proficiency Tests and Academic Achievement: A Study on the Malaysian University English Test as a Predictor of Technical Programme Undergraduates Academic Achievement

    Science.gov (United States)

    Rahmat, Nurhazlini; Min, Lau Sing; Sungif, Nur Atiqah Md.; Yusup, Farah Nabillah Mior

    2015-01-01

    In the Malaysian education system, English has always played an important role. In acknowledging its importance, Malaysian University English Test (MUET) has been introduced to enable continued emphasis on this role. MUET has been made compulsory for those who wish to pursue a first degree programme in local universities. This study aims to…

  10. The English Language Arts (ELA) Exam and Academic Achievement: Is There a Relationship? Predictive Validity of Statewide Measures

    Science.gov (United States)

    Mazza, Lynn

    2010-01-01

    The No Child Left Behind Act is a mandate from the federal government for education to increase student performance and school accountability. As a result of this mandate, many states have issued the use of high-stakes standardized tests as a means of monitoring schools' accountability. New York State administers the English Language Arts (ELA)…

  11. English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language.

    Science.gov (United States)

    Whiteside, Katie E; Gooch, Debbie; Norbury, Courtenay F

    2017-05-01

    Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic attainment was assessed in reception and Year 2 (ages 6-7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry. © 2016 The Authors. Child Development published by Wiley Periodicals, Inc. on behalf of Society for Research in Child Development.

  12. Helping Taiwanese Graduate Students Help Themselves: Applying Corpora to Industrial Management English as a Foreign Language Academic Reading and Writing

    Science.gov (United States)

    Reynolds, Barry Lee

    2015-01-01

    Lack of knowledge in the conventional use of vocabulary and multiword patterns in one's respective field of expertise causes Taiwanese students to produce academic writing that is markedly "non-nativelike." This is because Taiwanese students are first and foremost second language readers and often have difficulty "picking up…

  13. English as an Academic Lingua Franca: The ELFA Project

    Science.gov (United States)

    Mauranen, Anna; Hynninen, Niina; Ranta, Elina

    2010-01-01

    English is unquestionably the world language of academia--yet its most notable characteristic, being predominantly used by non-native speakers, has not seriously been taken on board in ESP descriptive studies. The project English as an academic lingua franca (ELFA) based at the University of Helsinki investigates academic discourses, branching out…

  14. Language Training: English Training

    CERN Multimedia

    2004-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. Language Training Françoise Benz tel. 73127 language.training@cern.ch General and Professional English Courses The next session will take place: from 1st March to 25 June 2004 (2 weeks break at Easter). These courses are open to all persons working on the Cern site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957.

  15. Language Training: English Training

    CERN Multimedia

    2004-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. LANGUAGE TRAINING Françoise Benz tel. 73127 language.training@cern.ch General and Professional English Courses The next session will take place: from 1st March to 25 June 2004 (2 weeks break at Easter). These courses are open to all persons working on the Cern site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957.

  16. Semantic processing skills of Grade 1 English language learners in ...

    African Journals Online (AJOL)

    This paper reports on part of the first phase of a longitudinal project investigating the development of academic language in English as the Language of Teaching and Learning (LoLT) by Foundation phase learners in two different educational contexts. In the first context, the learners were all English additional language ...

  17. Developing Oral Language Skills in Middle School English Learners

    Science.gov (United States)

    Fisher, Douglas; Frey, Nancy

    2018-01-01

    Oral language development can help English learners develop academic proficiency with the English language. In this investigation, at one middle school, teachers focused on improving oral language skills. Using a formative experiment process, the teachers developed an intervention to accomplish their pedagogical goal and then tracked data to see…

  18. English language-in-education: A lesson planning model for subject ...

    African Journals Online (AJOL)

    English language-in-education: A lesson planning model for subject teachers. ... lack of critical academic language skills in English as the Language of Learning and ... process of lesson design and the 'forward' process of lesson presentation.

  19. AP English language & composition

    CERN Document Server

    Bureau, Susan; Allen, John; Nesselrode, Katherine A; McGauley, Kristi R; Nesselrode, Katherine A; McGauley, Kristi R

    2013-01-01

    All Access for the AP® English Language and Composition Exam Book + Web + Mobile Everything you need to prepare for the Advanced Placement® exam, in a study system built around you! There are many different ways to prepare for an Advanced Placement® exam. What's best for you depends on how much time you have to study and how comfortable you are with the subject matter. To score your highest, you need a system that can be customized to fit you: your schedule, your learning style, and your current level of knowledge. This book, and the online tools that come with it, will help you personalize your AP® English Language and Composition prep by testing your understanding, pinpointing your weaknesses, and delivering flashcard study materials unique to you. The REA AP® All Access system allows you to create a personalized study plan through three simple steps: targeted review of exam content, assessment of your knowledge, and focused study in the topics where you need the most help. Here's how it works: Review ...

  20. Language Training: English Training

    CERN Document Server

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 languag...

  1. Language Training: English

    CERN Document Server

    Françoise Benz

    2005-01-01

    Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langu...

  2. Language Training: English

    CERN Multimedia

    Françoise Benz

    2004-01-01

    Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langua...

  3. Factors that contribute to Hispanic English Language Learners' high academic performance in high school science in the Rio Grande Valley of Texas: A multicase study

    Science.gov (United States)

    Elizondo, Antonio

    The purpose of this multicase study was to discover factors that contribute to Hispanic English language learners' (ELL) high academic performance in high school science in the Rio Grande Valley of Texas. Participants were high school seniors enrolled in college-level classes who had scored commended on the science exit-level Texas Assessment of Knowledge and Skills and ranked toward the top of their class. One student from each of four different high schools in south Texas were selected to participate. Schools identified students meeting the participant criteria and provided consent documents. In this qualitative research study, students were interviewed on three different dates. Administrators and science teachers were also interviewed for triangulation. Significant findings showed that intrinsic qualities were mainly responsible for factors contributing to high academic performance. Hispanic ELL students need meaningful responsibilities to internalize self-esteem and self-efficacy to realize high academic performance. Self-motivation, a contributing factor, provides students with a positive outlook on high academic performance and the ability to defer more immediate undermining rewards. Students expect to contribute to society by helping others. This helps their self-esteem as well as their self-worth and supports high academic performance. Parental and teacher support are critical for high academic performance. Low socioeconomic status alone is not a causal factor for poor academic performance. School administrations should assign willing and enthusiastic teachers as mentors to target students and provide skills to parents that promote, inspire, and motivate students' intrinsic qualities. Future studies should examine different leadership styles that maximize teachers' ability to influence students' high academic performance. Finally, students should be given guidance in setting career goals and demonstrating that high academic achievement is attainable and

  4. Language Training: English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langua...

  5. Standard English and Language Attitudes

    OpenAIRE

    ソランキ, ネイディン

    2005-01-01

    This paper investigates the attitudes and opinions surrounding Standard English (SE) within the United Kingdom. The definition of SE, for the purposes of this study, is standard grammar and standard pronunciation of southern English, commonly referred to as 'BBC English'. The subject of SE and attitudes towards different accents and dialects of British English is emotive and attracts strong opinions. The main issues discussed here are the place of language in society, the social implications ...

  6. Constructing English as a Ugandan Language through an English Textbook

    Science.gov (United States)

    Stranger-Johannessen, Espen

    2015-01-01

    English is a national language in Uganda and is widely used in elite areas such as politics and business, but most Ugandans master English to only a limited degree. In this situation, English can be seen as either a foreign language or a second language--influencing how English is taught. One goal of language teaching espoused in this article is…

  7. The Influence of Teacher Power on English Language Learners' Self-Perceptions of Learner Empowerment

    Science.gov (United States)

    Diaz, Abel; Cochran, Kathryn; Karlin, Nancy

    2016-01-01

    English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak…

  8. Repositioning Ghana Schools as English Language Learner Schools

    Science.gov (United States)

    Taylor, Mark

    2016-01-01

    Although English has traditionally been the only language of instruction in Ghana, most young children do not speak English at home. This paper argues that students' academic performance might be improved if their native languages were also used in school. Such an approach offers benefits in areas such as classroom participation, engagement in…

  9. Relationship of Teaching Efficiency with Academic Self-Efficacy and Self-Directed Learning among English Language Students: University Students’ Perspectives

    Directory of Open Access Journals (Sweden)

    Maryam Shohoudi

    2015-09-01

    Full Text Available Introduction: Self-directed learning is originated from adult education which has currently gained a special place in educational systems and is influenced by many variables such as teaching self-efficacy and self-directed learning. This research investigated the relationship of teachers’ teaching with academic self-efficacy and self-directed learning from English language students' perspectives. Methods: The study population comprised of all bachelor, master and Ph.D. English language students of Allameh Tabataba’i University (2014-2015 who had passed at least one semester. A total of 159 students were selected as study sample using Cochran formula and proportional stratified sampling. The data were collected through three standard questionnaires with confirmed validity and reliability. Data were analyzed by one-sample t-test, Pearson correlation and multiple regression. Results: With regard to teaching efficiency, content presentation, learning evaluation and class management skills were higher than average and lesson planning and control over content skills were at an average level. Also, all dimensions of academic self-efficacy and self-directed learning were significantly higher than average. The correlation between teaching efficiency and self-efficacy (r=0.367 and self-directed learning (r=0.571, and between self-efficacy and self-directed learning (r=0.523 was statistically significant (P<0.01. Moreover, a combination of teaching efficiency dimensions could predict different dimensions of self-efficacy and all components of self-directed learning. Furthermore, self-efficacy dimensions were good predictors of self-directed learning. Conclusion: Success in the realm of academia and organizational learning depends on the learners’ updated knowledge and skills and self-directed learning. Also, it seems teachers’ efficient teaching affects students’ academic self-efficacy, orienting them toward self-directed learning.

  10. Language, Mathematics and English Language Learners

    Science.gov (United States)

    Adoniou, Misty; Qing, Yi

    2014-01-01

    There is a correlation between language proficiency and achievement in mathematics (Riordain & O'Donoghue, 2009), and this is particularly evident for children who speak English as an additional language or dialect. More effort needs to be made in mathematics classrooms to develop cognitive competencies, including the ability to decode and…

  11. 76 FR 3120 - Native American and Alaska Native Children in School Program; Office of English Language...

    Science.gov (United States)

    2011-01-19

    ... DEPARTMENT OF EDUCATION Native American and Alaska Native Children in School Program; Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview Information; Native American and Alaska Native Children in School Program...

  12. Profiling Mobile English Language Learners

    Science.gov (United States)

    Byrne, Jason; Diem, Robert

    2014-01-01

    The purpose of this study was to use an app-embedded survey to profile language learner demographics. A total of 3,759 EFL language learners from primarily eight L1 backgrounds (French, German, Italian, Japanese, Korean, Russian, Spanish and Thai) responded to the survey embedded within a popular English grammar app. This app has over 500,000…

  13. Self-Efficacy and Academic Performance in English

    Science.gov (United States)

    Meera, K. P.; Jumana, M. K.

    2015-01-01

    This study reviews the relevant self-efficacy related literature, a central point of social cognitive theory, in the area of language learning. Role of self-efficacy in academic performance of learners is also considered. In the global world, English language has become the fundamental means of international affairs and communication. As a…

  14. Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies

    Directory of Open Access Journals (Sweden)

    Joel M. Magogwe

    2013-02-01

    Full Text Available This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1 What are the self-reported reading proficiencies of the University of Botswana students? (2 Are the University of Botswana students aware of their metacognitive reading strategies? (3 What kind of metacognitive reading strategies are frequently used? (4 Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS developed by Mokhtari and Sheorey (2002, and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.

  15. From a social digital identity to an academic digital identity: Introducing ePortfolios in English language enhancement courses

    Directory of Open Access Journals (Sweden)

    Preet Hiradhar

    2009-04-01

    Full Text Available Abstract: Social digital networking is a facet of living that recognizes no national borders or social boundaries and has become a way of life. This paper investigates the social networking habits of students at Lingnan University and considers how these habits can be channelled for academic purposes by introducing an ePortfolio system into their language enhancement courses. The investigation analyzed the purpose and usage of these social profiles thus forming the basis of the need for academic profiles. After considering the attitudes and motivations of students, this paper reports on the adoption of an ePortfolio platform which best suits the academic needs of students by introducing it into two important language enhancement courses. The paper thus explores students’ attitudes towards two forms of digital identities: social and academic. This process has led to arriving at an ePortfolio system that is in synch with the other digitized aspects of students’ lives. Résumé : Le réseautage social numérique est l’une des facettes de la vie qui ne connaît ni les frontières nationales, ni les démarcations sociales; cette pratique est devenue un mode de vie. Le présent article examine les habitudes de réseautage social des étudiants de l’Université Lingnan et étudie la façon dont ces habitudes peuvent être canalisées à des fins universitaires par l’introduction d’un système de portfolios électroniques dans les cours de perfectionnement des langues. L’enquête a analysé quelles fonctions ces profils sociaux remplissent et quelle est l’utilisation qui en est faite, ce qui constitue la base du besoin de profils universitaires. Après avoir examiné la réponse et la motivation des étudiants, cet article présente les résultats de l’adoption d’une plateforme de portfolios électroniques qui répond bien aux besoins des étudiants universitaires à la suite de son introduction dans deux cours importants de

  16. English language learning materials a critical review

    CERN Document Server

    Tomlinson

    2010-01-01

    This research collection presents a critical review of the materials used for learning English around the world. The first section includes a discussion of materials for specific learners and purposes, such as young learners, self-study, academic writing and general proficiency. The second section presents a detailed study of the materials used in Europe, Asia, North America, South America, Africa and Australia, and critically evaluates their effectiveness in the teaching of English to speakers of other languages. Taking both the teacher's and the learner's needs into consideration, the book m

  17. Teaching language arts to English language learners

    CERN Document Server

    Vásquez, Anete; Smith, Philip C

    2013-01-01

    This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study w

  18. Teaching English as an International Language

    Science.gov (United States)

    Selvi, A. F.; Yazan, B.

    2013-01-01

    English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past,…

  19. Learner Views on English and English Language Teaching in China

    Science.gov (United States)

    Liu, Na; Lin, Chih-Kai; Wiley, Terrence G.

    2016-01-01

    Since the 1980s, China has represented one of the major growth areas in the world for English language education, and studying English has been a priority among its foreign language educational policies. As English has gained more popularity in China, some have noted the potential value of English as a means to greater educational access and…

  20. English Code Switching in Indonesian Language

    Science.gov (United States)

    Setiawan, Dedy

    2016-01-01

    There is a growing phenomenon, worldwide, of inserting English words, phrases or expressions, into the local language: this is part of the acceptance of English as current world language. Indonesia is experiencing the use of this mixture of language when using either their own Indonesian or local language; English words, phrases and expressions…

  1. Global Trends and Research Aims for English Academic Oral Presentations: Changes, Challenges, and Opportunities for Learning Technology

    Science.gov (United States)

    Barrett, Neil E.; Liu, Gi-Zen

    2016-01-01

    English has become the de facto language for communication in academia in many parts of the world, but English language learners often lack the language resources to make effective oral academic presentations. However, English for academic purposes (EAP) research is beginning to provide valuable insights into this emerging field. This literature…

  2. Strategy Use for Listening in English as a Foreign Language: A Comparison of Academic and Vocational High School Students

    Science.gov (United States)

    Chou, Mu-Hsuan

    2016-01-01

    Researchers of learner and language use strategies have long suggested that appropriate application of strategies can facilitate second or foreign language learning. Listening is the most fundamental skill in language learning, but for decades this skill was not emphasized in secondary schools in Taiwan. However, in 2012 a new national English…

  3. Syracuse University English Language Institute: Business Communication for Executives

    Science.gov (United States)

    de Berly, Geraldine; McGraw, Deborah

    2010-01-01

    The Syracuse University English Language Institute (ELI), housed within University College, has been offering noncredit executive English courses on a contract basis for the past 12 years. Despite its small size and limited resources, the ELI, whose main mission is to prepare international students for academic study, also manages a successful…

  4. Language Training - English Training

    CERN Multimedia

    HR Department

    2009-01-01

    General and Professional English Courses The next session will take place: from 2nd March to end of June 2009 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be an average of 8 participants per class. Speaking activities will include discussions, meeting simulations, role-plays, etc., depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is designed for people ...

  5. Language Training - English Training

    CERN Multimedia

    HR Department

    2009-01-01

    General and Professional English Courses The next session will take place: from 2nd March to end of June 2009 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is designed for people w...

  6. Language Training: English Courses

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. T...

  7. Language Training: English Courses

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. Th...

  8. LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Murni Mahmud

    2010-08-01

    Full Text Available This paper highlights the impact of gender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing, work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These different styles of female and male students in learning English were affected by the notions of women’s language.

  9. Evidence That International Undergraduates Can Succeed Academically Despite Struggling with English

    Science.gov (United States)

    Fass-Holmes, Barry; Vaughn, Allison A.

    2015-01-01

    Many American universities require international applicants whose native language is not English to submit English proficiency exam scores presumably because of proficiency's potential to predict future academic success. The present study provides evidence, however, that such applicants can succeed academically despite struggling with English.…

  10. Preparing English as a Second Language Students for College Level Math

    Science.gov (United States)

    Valenzuela, Hector

    2014-01-01

    In a diverse classroom, there are students who are in need of both mathematics and English as a second language instruction. One of the challenges faced at Lake Washington Institute of Technology (LWIT) was the development of a pathway for English language learners into core academic courses at the college. In addition, English language learners…

  11. Exploring the Relationship among International Students' English Self-Efficacy, Using English to Learn Self-Efficacy, and Academic Self-Efficacy

    Science.gov (United States)

    Wang, Chih-hsuan; Harrison, Jamie; Cardullo, Victoria; Lin, Xi

    2018-01-01

    One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively…

  12. Technology-Enhanced Language Learning (Tell): An Update and a Principled Framework for English for Academic Purposes (EAP) Courses

    Science.gov (United States)

    Chau, Juliana; Lee, Alfred

    2014-01-01

    The range and number of technologies currently available have yielded both opportunities and challenges for language educators. This study aims to review recent technology-enhanced language learning (TeLL) research, and to examine their potential relevance to EAP pedagogy, curricula, assessment and instruction. The results of this study show TeLL…

  13. Language Training: English Training

    CERN Document Server

    Françoise Benz

    2004-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in...

  14. Language Training: English

    CERN Multimedia

    Françoise Benz

    2005-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from Januar...

  15. Language Training: English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    La prochaine session se déroulera du 04 octobre 2004 au 11 février 2005 (interruption de 3 semaines à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web : http://cern.ch/Training Vous pouvez aussi contacter M. Liptow, tél. 72957. General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants ...

  16. 14 CFR 221.4 - English language.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false English language. 221.4 Section 221.4... REGULATIONS TARIFFS General § 221.4 English language. All tariffs and other documents and material filed with the Department pursuant to this part shall be in the English language. ...

  17. Cambridge IGCSE English first language

    CERN Document Server

    Reynolds, John

    2013-01-01

    Revised edition for the 2015 syllabus to help your students prepare for their examination and enhance their enjoyment of English. This title has been written for the revised Cambridge IGCSE First Language English (0500 and 0522) syllabuses, for first teaching from 2013. ? Develops the skills necessary to become a better reader and writer. ? Offers detailed advice and preparation for the examination. ? Teaches skills for successful writing of essays and coursework assignment. We are working with Cambridge International Examinations to gain endorsement for this title.

  18. Re-contextualising academic writing in English

    DEFF Research Database (Denmark)

    Larsen, Sanne

    six focal students’ challenges in re-contextualising themselves as writers in English in a new university environment, data were generated from regular interviews with the participants over one semester, supplemented by questionnaires, documentary evidence, and observational data. Analyses building......’ experiences as writers of English, manifested in three main areas of concern: ideational, linguistic, and interpersonal. These writing concerns were embedded in more global processes of establishing academic continuity and in managing English-mediated instruction and learning in the English...

  19. Perspectives and Practices of Academics and Students of English Language Teaching Post-Graduate Programs within the Mediation Theory

    Science.gov (United States)

    Asmali, Mehmet

    2018-01-01

    Due to unsatisfactory number of researches investigating ELT post-graduate programs, and perceptions of academics and students in these programs regarding mediation theory of Feuerstein, this study attempted to investigate the aspects of this theory in doctorate and master programs in ELT department of a state university. Methodologically, this…

  20. Academic Self-Efficacy, Social Relationships, and English Language Proficiency as Predictors of International Students' College Satisfaction

    Science.gov (United States)

    Eldaba, Abir

    2016-01-01

    International students represent a significant proportion of the college student population in the United States (Institute of International Education, 2015). They contribute to campus research, diversity, and the economy. In order to maintain these academic, cultural, and economic profits, universities should investigate the factors related to…

  1. Teaching and Assessing Academic Writing via the Portfolio: Benefits for Learners of English as an Additional Language

    Science.gov (United States)

    Romova, Zina; Andrew, Martin

    2011-01-01

    This paper examines the use of portfolios as pedagogical tools for developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their…

  2. Gender as predictor of academic achievement in English among ...

    African Journals Online (AJOL)

    The study examined the influence of gender on academic achievement in English Language among senior secondary school students in Calabar metropolis, Cross River State. The researchers adopted survey designfor the study. The study sample comprise 660 Senior Secondary School two (SSS II) students drawn from ...

  3. Impact of English Proficiency on Academic Performance of International Students

    Science.gov (United States)

    Martirosyan, Nara M.; Hwang, Eunjin; Wanjohi, Reubenson

    2015-01-01

    Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59…

  4. Positivity of the English Language

    Science.gov (United States)

    Kloumann, Isabel M.; Danforth, Christopher M.; Harris, Kameron Decker; Bliss, Catherine A.; Dodds, Peter Sheridan

    2012-01-01

    Over the last million years, human language has emerged and evolved as a fundamental instrument of social communication and semiotic representation. People use language in part to convey emotional information, leading to the central and contingent questions: (1) What is the emotional spectrum of natural language? and (2) Are natural languages neutrally, positively, or negatively biased? Here, we report that the human-perceived positivity of over 10,000 of the most frequently used English words exhibits a clear positive bias. More deeply, we characterize and quantify distributions of word positivity for four large and distinct corpora, demonstrating that their form is broadly invariant with respect to frequency of word use. PMID:22247779

  5. Positivity of the English language.

    Directory of Open Access Journals (Sweden)

    Isabel M Kloumann

    Full Text Available Over the last million years, human language has emerged and evolved as a fundamental instrument of social communication and semiotic representation. People use language in part to convey emotional information, leading to the central and contingent questions: (1 What is the emotional spectrum of natural language? and (2 Are natural languages neutrally, positively, or negatively biased? Here, we report that the human-perceived positivity of over 10,000 of the most frequently used English words exhibits a clear positive bias. More deeply, we characterize and quantify distributions of word positivity for four large and distinct corpora, demonstrating that their form is broadly invariant with respect to frequency of word use.

  6. Effect of Foreign Language Classroom Anxiety on Turkish University Students' Academic Achievement in Foreign Language Learning

    Science.gov (United States)

    Tuncer, Murat; Dogan, Yunus

    2015-01-01

    This study was carried out in order to identify to what extent the Turkish students' English classroom anxiety affects their academic achievement in English language. In this quantitative descriptive study, a correlational survey model was employed, and the convenience sampling was done. In order to collect data, the Foreign Language Classroom…

  7. ENGLISH LANGUAGE AND ROMANIAN MEDIA

    Directory of Open Access Journals (Sweden)

    Monica Condruz-Bacescu

    2017-03-01

    Full Text Available The paper deals with the significant increase of English words and expressions in Romanian media, in the general context of English and American words’ invasion. The premise from which we start to analyze the influence of English on Romanian audiovisual space is that this influence is specific not only to Romania, but is also found in many countries worldwide. Massive borrowing of Anglo-American terms was obvious after the Second World War in most European languages. This paper constitutes an awareness call to all communication specialists, putting particular emphasis on journalists’ role and those responsible in communication to convey future generations a constant concern for all that means Romanian language. The second part of the paper presents examples of necessary borrowings and luxury Anglicisms from different fields: economic, financial, trade, education and research; sports, communication and media terminology. Then, the next part deals with examples from Romanian newspapers, magazines, from TV and radio. The media, the main providers of Anglicisms, have built a secondary reality, relying on information, reports and interpretations which they select, order them according to priorities, and spread them among the public, using a certain terminology. The attitude of speakers and specialists to the avalanche of English terms in Romanian audiovisual language must be a rational one, since it is necessary to measure both advantages and disadvantages. Therefore, in this paper I wish to plead for quality in journalistic expression without blaming the use of anglicisms or neologisms regardless of the language of origin. On the contrary, I would like to emphasize that, when their use is justified in terms of terminology and when they come to cover a semantic void or a more precise meaning, borrowings may be a demonstration of spirituality, enrichment, networking and integration of science and modern technology. The conclusion is that the

  8. Languages for Specific Academic Purposes or Languages for General Academic Purposes? A Critical Reappraisal of a Key Issue for Language Provision in Higher Education

    Science.gov (United States)

    Krekeler, Christian

    2013-01-01

    The debate about the subject specificity of university language tuition has been going on for decades; it has mostly been discussed in the context of English for Academic Purposes. This paper considers the case for disciplinary specificity with regard to languages other than English. Few, if any, developed curricula, syllabuses, suitable textbooks…

  9. Overlap and Uniqueness: Linguistic Componential Traits Contributing to Expressive Skills in English as a Foreign Language

    Science.gov (United States)

    Pae, Hye K.; O'Brien, Beth

    2018-01-01

    This study identified robust predictors of expressive skills in academic English as a foreign language. The participants were 92 Korean-speaking learners of English. The field test of the Pearson Test of English Academic was used as a secondary data analysis. Four communicative skills (reading, writing, listening, and speaking) and six enabling…

  10. Pre-TOEFL guide academic English practice

    CERN Document Server

    Stirling, Bruce

    2017-01-01

    Preparing for TOEFL Do you plan to take TOEFL or IELTS but are not ready for the challenge? Do you need more practice? If you do, then this book is for you. It is also for those who just want to practice their academic English. Whatever your purpose, this book will give you the foundation in academic English you need for TOEFL and IELTS success.

  11. Hindsight of an English Language Learner.

    Science.gov (United States)

    Dam, Phap

    This keynote address by a native Vietnamese speaker who did not learn English until he was college-age, through the now obsolete "grammar-translation" method, recounts his difficulties in learning to converse orally in English. He stresses the need to teach conversational English to English Language Learners (ELLs) in addition to…

  12. Rigor or Restriction: Examining Close Reading with High School English Language Learners

    Science.gov (United States)

    Thomason, Betty; Brown, Clara Lee; Ward, Natalia

    2017-01-01

    English language learners (ELLs) are the fastest growing student subgroup in the United States, and public schools have the challenging task of teaching ELLs both English language and academic content. In spite of the attention given to improving outcomes for ELLs, the achievement gap between ELLs and native English speakers persists, especially…

  13. English Language Narratives of Filipino Children

    Science.gov (United States)

    Lofranco, Lee Ann L.; Pena, Elizabeth D.; Bedore, Lisa M.

    2006-01-01

    Purpose: The current study focuses on describing the English language narrative skills of children who have been exposed to the Filipino language. Method: Eight children between the ages of 6;0 (years;months) and 7;7 who spoke primarily English but who were exposed to the Filipino language at home participated. Each child produced three narrative…

  14. World Englishes, English as an International Language and Applied Linguistics

    Science.gov (United States)

    Kilickaya, Ferit

    2009-01-01

    The paper discusses World Englishes (WEs) in relation to English as an International Language (EIL) and Applied Linguistics. Taking into account Kachru's interesting but at the same time controversial debate about the status of English in its varieties, which are commonly called WEs and the opposing ideas presented by Quirk, it is aimed to present…

  15. Refining English Language Tests for University Admission: A Malaysian Example

    Directory of Open Access Journals (Sweden)

    Arshad Abd Samad

    2008-06-01

    Full Text Available English has now become the lingua franca of much of technological, business and academic endeavours. Consequently, learning the English language is now seen as vital, especially at the university level where proficiency in the language has become a selection criterion. At present, the Malaysian University English Test (MUET has been adopted by Malaysian public universities as an indicator of English language proficiency. A student’s overall result depends on all the four language components of the MUET and often determines the number and nature of the English language courses he or she has to attend at university. This study seeks to examine whether MUET is an accurate predictor of performance and success at university and how the MUET can be finetuned as an entry level English language test. It was carried out among 52 third year undergraduates of the Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia, admitted into the Teaching English as a Second Language (TESL programme. The findings of the study do not offer conclusive evidence about the validity of MUET as a predictor of academic success. However, six models of various combinations of scores on language components on the MUET scores are examined in terms of their effectiveness in increasing the accuracy in selecting students for the TESL programme. The correlations obtained using these models indicate that the combination of various components of the MUET can be used to more accurately predict student achievement at tertiary level than the cumulative MUET score itself. The results of these correlations and their implications in using language tests as admission requirements in general are also discussed

  16. Diagnosing University Students' Academic Writing in English: Is Cognitive Diagnostic Modelling the Way Forward?

    Science.gov (United States)

    Xie, Qin

    2017-01-01

    The study utilised a fine-grained diagnostic checklist to assess first-year undergraduates in Hong Kong and evaluated its validity and usefulness for diagnosing academic writing in English. Ten English language instructors marked 472 academic essays with the checklist. They also agreed on a Q-matrix, which specified the relationships among the…

  17. Language Planning, English Language Education and Development Aid in Bangladesh

    Science.gov (United States)

    Erling, Elizabeth J.

    2017-01-01

    The increased status of English as the language of international communication and business has meant that development aid has increasingly been used to finance language planning initiatives aimed at improving and/or expanding English language education. The intended outcome of this aid is often to provide expanded economic returns and…

  18. The Language Growth of Spanish-Speaking English Language Learners

    Science.gov (United States)

    Rojas, Raul; Iglesias, Aquiles

    2013-01-01

    Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples…

  19. An investigation of mathematics and science instruction in English and Spanish for English language learners

    Science.gov (United States)

    Rodriguez-Esquivel, Marina

    The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.

  20. Expand your English a guide to improving your academic vocabulary

    CERN Document Server

    Hart, Steve

    2018-01-01

    Writing academic prose in English is especially difficult for non-native speakers, largely because the standard vocabulary used in this genre can be quite different from colloquial English. Expand Your English: A Guide to Improving Your Academic Vocabulary is a unique and invaluable guide that will enable the reader to overcome this hurdle. It will become the favourite go-to reference book for both beginners and for intermediate learners struggling with the complexities of English-language academic writing. Steve Hart covers 1,000 vocabulary items that are essential for good academic writing. The first section describes 200 key terms in detail, grouping them into logical sets of 10. Through careful repetition, the reader will find it easy to retain, retrieve, and reuse these essential phrases. The second section explains a further 800 terms, grouping them according to function, meaning, and the areas of an essay where they are likely to be used. The expansive scope of Expand Your English gives non-native spea...

  1. Solving the English-as-a-Second Language Writers' Dilemma

    Science.gov (United States)

    Nowalk, Thomas

    2010-01-01

    This brief work stands against a four-year stretch of writing classes at Northern Virginia Community College, with the author teaching English-as-a-Second-Language (ESL) students how to write academic essays. The courses taught have included high intermediate and advanced writers, many of whom plan to earn a degree at the college or any number of…

  2. Technology and English Language Teaching (ELT)

    Science.gov (United States)

    Kazzemi, Akram; Narafshan, Mehry Haddad

    2014-01-01

    This paper is a try to investigate the attitudes of English language university teachers in Kerman (Iran) toward computer technology and find the hidden factors that make university teachers avoid using technology in English language teaching. 30 university teachers participated in this study. A questionnaire and semi-structured interview were…

  3. Promising Instructional Practices for English Language Learners

    Science.gov (United States)

    Prince, Johanna

    2018-01-01

    Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be…

  4. Essentials for successful English language teaching

    CERN Document Server

    Farrell, Thomas S C

    2010-01-01

    Essentials For Successful English Language Teaching is about how we teach English Language Learners (ELLs) and how our ELLs learn. Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: Encourage learner autonomy Emphasize the social nature of learning Develop curricular integration, focus on meaning Celebrate diversity Expand thinking s

  5. "Speaking English Naturally": The Language Ideologies of English as an Official Language at a Korean University

    Science.gov (United States)

    Choi, Jinsook

    2016-01-01

    This study explores language ideologies of English at a Korean university where English has been adopted as an official language. This study draws on ethnographic data in order to understand how speakers respond to and experience the institutional language policy. The findings show that language ideologies in this university represent the…

  6. On using verbs appropriately in academic English writing

    Directory of Open Access Journals (Sweden)

    Khrabrova Valentina Evgenievna

    2016-12-01

    Full Text Available The article is concerned with English action verbs as key elements of academic English writing. Due to cognitive and semantic characteristics, verbs in the predicate function, by contrast with deverbative suffixal nouns and adjectives as parts of nominal predicates, convey the meaning of written message more concisely. The article is provided with verb classifications aimed at systematizing the information about verbs and developing a conscious approach to choosing verbs in the writing process. Syntactic transformation, limitation of passive voice forms, substitution of action verbs for stative verbs, adjectives and nouns entail perfecting the second language student writing skills.

  7. Contrasting Specific English Corpora: Language Variation

    Directory of Open Access Journals (Sweden)

    María Luisa Carrió Pastor

    2009-12-01

    Full Text Available The scientific community has traditionally considered technical English as neutral and objective, able to transmit ideas and research in simple sentences and specialized vocabulary. Nevertheless, global communication and intense information delivery have produced a range of different ways of knowledge transmission. Although technical English is considered an objective way to transmit science, writers of academic papers use some words or structures with different frequency in the same genre. As a consequence of this, contrastive studies about the use of second languages have been increasingly attracting scholarly attention. In this research, we evidence that variation in language production is a reality and can be proved contrasting corpora written by native writers of English and by non-native writers of English. The objectives of this paper are first to detect language variation in a technical English corpus; second, to demonstrate that this finding evidences the parts of the sentence that are more sensitive to variation; finally, it also evidences the non-standardisation of technical English. In order to fulfil these objectives, we analysed a corpus of fifty scientific articles written by native speakers of English and fifty scientific articles written by non-native speakers of English. The occurrences were classified and counted in order to detect the most common variations. Further analysis indicated that the variations were caused by mother tongue interference in virtually all cases, although meaning was only very rarely obscured. These findings suggest that the use of certain patterns and expressions originating from L1 interference should be considered as correct as standard English.La comunidad científica considera al inglés técnico como un tipo de lenguaje neutral y objetivo, capaz de transmitir ideas y hallazgos en frases simples y vocabulario reconocido por los especialistas de ese campo. Sin embargo, la comunicación global y el

  8. [Standardization of the terminology of the academic medical centers and biomedical research centers, in the English language, for journal article sending].

    Science.gov (United States)

    Hochman, Bernardo; Locali, Rafael Fagionato; Oliveira Filho, Renato Santos de; Oliveira, Ricardo Leão de; Goldenberg, Saul; Ferreira, Lydia Masako

    2006-01-01

    To suggest a standardization, in the English language, the formatting of the citation of the research centers. From three more recent publications of the first 20 journals available in Brazilian Portal of Scientific Information - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), with bigger factor of impact during the year of 2004, according of information in ISI Web of Knowledge Journal Citation Reports database in biennium 2004-2005, had extracted the formats of citations of the research centers. An analogy to the institutional hierarchie step of the Federal University of Sao Paulo (UNIFESP) was carried out, and the formats most frequent, in the English language, had been adopted as standard to be suggested to cite the research centers for sending articles. In relation to the citation "Departamento", was standardized "Department of ..." (being "..." the name in English of the Department), to the citation "Programa de Pós-Graduação" "... Program", "Disciplina" "Division of ...", "Orgãos, Grupos e Associações" "... Group ", "Setor" "Section of...", "Centro" "Center for ...", "Unidade" "... Unit ", "Instituto" "Institute of ...", "Laboratório" "Laboratory of ..." and "Grupo" "Group of ...".

  9. MEDITATION IN THE ENGLISH LANGUAGE CLASSROOM

    OpenAIRE

    Pegan, Tjaša

    2016-01-01

    The practical action research study in this diploma thesis, Meditation in the English Language Classroom, was performed as a mini-experiment which was initially set up to explore meditation and assess its potential and use in education. Regarding English as a foreign language, language learning combined visual and auditory information, and it was based on visual and verbal memory. One of the objectives in the theoretical part was to find a ‘universal formula’ which could help bring meditation...

  10. Tracking the Progress of English Language Learners

    Science.gov (United States)

    Murphy, Audrey F.

    2009-01-01

    Educators need to document progress for English language learners, and the best structures to put into place in order to record their growth. Beginning with the stages of language proficiency, student progress can be tracked through the use of a baseline in all four language strands and the creation of rubrics to monitor performance. Language…

  11. The English Language and Communicability: The Nigerian ...

    African Journals Online (AJOL)

    Nigeria is blessed with many indigenous languages that are mainly used in communication, including English as her second language. These languages had never remained static; they develop simultaneously with the developing nature of Nigeria. Communication therefore dominates the various functions performed by ...

  12. Academic Language in Preschool: Research and Context

    Science.gov (United States)

    Michael Luna, Sara

    2017-01-01

    Developing and scaffolding academic language is an important job of preschool teachers. This Teaching Tip provides five strategies that extend the topic of academic language by integrating previous research and field-based data into classroom practice.

  13. English in the Chinese foreign language classroom

    CERN Document Server

    Wang, Danping

    2013-01-01

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

  14. Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

    Science.gov (United States)

    Lucero, Audrey

    2015-01-01

    This article reports findings from a study that investigated the ways in which first-grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semistructured interviews, and document collection were conducted over a…

  15. Course-embedded student support for online English language learners

    Directory of Open Access Journals (Sweden)

    Maureen Andrade

    2014-02-01

    Full Text Available This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.http://dx.doi.org/10.5944/openpraxis.6.1.90

  16. The Routledge Dictionary of English Language Studies

    CERN Document Server

    Pearce, Michael

    2012-01-01

    Filled with real examples of the way people use English in different contexts, The Routledge Dictionary of English Language Studies is an indispensable guide to the richness and variety of the English language for both students and the general reader.From abbreviation to zero-article, via fricative and slang, the Dictionary contains over 600 wide ranging and informative entries covering:the core areas of language description and analysis: phonetics and phonology, grammar, lexis, semantics, pragmatics and discoursesociolinguistics, including entries on social and regional variation, stylistic v

  17. AP English language & composition crash course

    CERN Document Server

    Hogue, Dawn

    2012-01-01

    AP English Language & Composition Crash Course - Gets You a Higher Advanced Placement Score in Less Time Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. AP English Language & Composition Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know Crash Course is based on an in-depth analysis of the AP English Language & Composition course description outline and actual Advanced Placement test questions. It covers only the information tested on the exam, so you can make the most of your valua

  18. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    Science.gov (United States)

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  19. The Effects of Language on English Language Learners' Music Preferences

    Science.gov (United States)

    Gosselin, Pei-Ying Lin

    2017-01-01

    The purpose of this study was to investigate the effects of songs in different languages on English language learners' (ELLs) music preferences. The participants (N = 62) were Chinese graduate students from a state university in the Midwestern United States. The survey contained nine excerpts from popular songs in three languages: Chinese (the…

  20. English in Japanese Society: Language within Language.

    Science.gov (United States)

    Honna, Nobuyuki

    1995-01-01

    Examines the growing influx of English loan words in Japanese, describing the structural and semantic changes that English loans go through in their Japanization process and the roles that they are expected to play. The social factors that drive the influx are also examined. (seven references) (MDM)

  1. Language policy and the disengagement of the international academic elite

    Directory of Open Access Journals (Sweden)

    John Harbord

    2018-02-01

    Full Text Available This paper explores the phenomena of academic multiliteracy (the habit of writing academically in more than one language and of L2 monoliteracy (that of only writing academically in a language that is not one’s own and their impact on policy. Based on interviews and surveys conducted with 33 multiliterate and 15 L2 monoliterate scholars connected to one university in Central Europe between 2010 and 2014, I show how incentives to publish in English constructed by educational policies often push ambitious young researchers whose first language is not English away from engaging in academic and societal debates in their first language community. They may thus disengage from the national community, with negative consequences for the interaction between global and local that is essential for good governance. To overcome the difficulty young scholars encounter in writing in their native languages, they should be taught writing both in their native language and in English. Furthermore, university and state policies should reward scholars for writing not only for the international community but also for local society.

  2. English language knowledge for secondary teachers

    CERN Document Server

    Ross, Alison

    2013-01-01

    If teachers are to successfully develop their students' English language skills it is vital that they overcome any existing lack of confidence and training in grammar and language concepts. Language Knowledge for Secondary Teachers is an accessible book aiming to equip secondary teachers with the knowledge they need to teach language effectively. It clearly explains the essential concepts for language study, introduces the terminology needed for 'talking about language' and shows how this knowledge can be applied to the skills of reading, writing, speaking and listening. This

  3. Developmental Screening Disparities for Languages Other than English and Spanish.

    Science.gov (United States)

    Knuti Rodrigues, Kristine; Hambidge, Simon J; Dickinson, Miriam; Richardson, Douglas B; Davidson, Arthur J

    2016-01-01

    Limited English proficiency (LEP) is a known barrier to preventive care. Children from families with LEP face socioeconomic circumstances associated with increased odds of developmental delays and decreased participation in early care and education programs. Little is known about developmental surveillance and screening for children from families who speak languages other than English and Spanish. We sought to compare developmental surveillance and screening at well-child visits (WCVs) by preferred parental language. Using a retrospective cohort (n = 15,320) of children aged 8 to 40 months with ≥2 WCVs from January 1, 2006, to July 1, 2010, in a community health system, 450 children from 3 language groups (150 English, 150 Spanish, and 150 non-English, non-Spanish) were randomly selected. Chart review assessed 2 primary outcomes, developmental surveillance at 100% of WCVs and screened with a standardized developmental screening tool, and also determined whether children were referred for diagnostic developmental evaluation. Bivariate and multiple logistic regression analyses were conducted. Compared to the English-speaking group, the non-English, non-Spanish group had lower odds of receiving developmental surveillance at 100% of WCVs (odds ratio, 0.3; 95% confidence interval, 0.2, 0.5) and of being screened with a standardized developmental screening tool (odds ratio, 0.1; 95% confidence interval, 0.1, 0.2). There were no differences between the English- and Spanish-speaking groups. Though underpowered, no differences were found for referral. Improved developmental surveillance and screening are needed for children from families who speak languages other than English and Spanish. Lack of statistically significant differences between English- and Spanish-speaking groups suggests that improved translation and interpretation resources may decrease disparities. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  4. Academic English Reading for International College Students: The Role of Metacognitive Reading Strategies

    Science.gov (United States)

    Iwai, Yuko; Filce, Hollie; Ramp, Ellen

    2011-01-01

    In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language…

  5. Deflating the "Confucian Heritage Culture" Thesis in Intercultural and Academic English Education

    Science.gov (United States)

    O'Dwyer, Shaun

    2017-01-01

    This paper develops an interdisciplinary critical perspective on the concept of "Confucian Heritage Cultures" (CHC), used in intercultural and English language teaching theory to explain the supposed culturally distinct learning habits, expectations and schemas many Asian students bring to academic classrooms in English-speaking…

  6. Collaborative Work and Language Learners' Identities When Editing Academic Texts

    Science.gov (United States)

    Caviedes, Lorena; Meza, Angélica; Rodriguez, Ingrid

    2016-01-01

    This paper presents a qualitative case study that involved three groups of English as a foreign language pre-service teachers at a Colombian private university. Each group attended tutoring sessions during an academic semester. Along these sessions, students were asked to work collaboratively in the editing process of some chapters of their thesis…

  7. Weblogs For English Language Learning: Students’ Perceptions

    OpenAIRE

    WAN, Juida

    2011-01-01

    The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for Eng...

  8. WAYS OF DEVELOPING PEDAGOGICAL UNIVERSITY STUDENTS’ ENGLISH LANGUAGE COMPETENCE

    Directory of Open Access Journals (Sweden)

    Lyudmyla Gavrilova

    2017-04-01

    Full Text Available Involvement of future specialists into advanced studying of English as the main language of international communication is a relevant problem of modern higher education in Ukraine. This issue relevance is proved by the country's integration into the European educational environment, changes in strategic directions of higher education development in Ukraine, regulations by Ukrainian Government and the Ministry of Education, in particular, the Decree of the President of Ukraine “On Declaring 2016 the Year of English Language in Ukraine”, “Common European Framework on Language Education”. Essential changes which are now taking place in studying foreign languages, especially English, are also associated with the competency paradigm of education that focuses on achieving certain educational results and orienting scientific research of professional pedagogical education in recent years. An important condition for reformatting process of learning a foreign (English language is monitoring future specialists’ academic achievements in this field, particularly future teachers’ ones. The concept “pedagogical monitoring” is interpreted as a system of measures for collecting and analyzing data to study and evaluate the quality of professional training and to make decisions on further improvement of the educational process. The purpose of the article is to highlight and analyze the results of monitoring the level of English of State higher educational establishment “Donbas State Pedagogical University” students and reveal the ways of improving future teachers` English communicative competence. The monitoring stages are assessing the starting level of foreign (English language of students who are not trained in the field of language-related professions using the tests for A2 level standards of Cambridge Educational Syndicate; reformatting the content of learning English at the university: developing and implementing the course

  9. Reading-Writing Relationships in First and Second Language Academic Literacy Development

    Science.gov (United States)

    Grabe, William; Zhang, Cui

    2016-01-01

    Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

  10. English Language Teachers' Perceptions of Professional Teaching

    Science.gov (United States)

    Oder, Tuuli

    2014-01-01

    During the most recent educational reform in Estonia, a new National Curriculum was introduced in 2010 providing new guidelines for education generally and foreign languages specifically. To investigate the understanding that an EFL (English as a Foreign Language) teacher has about professional teaching and whether it matches the principles of the…

  11. Globalization and English Language Policy in Turkey

    Science.gov (United States)

    Kirkgoz, Yasemin

    2009-01-01

    It is widely acknowledged that globalization has made a considerable impact on multidimensional aspects of human life including the language policies of many countries. This article examines the adjustment of Turkey's language policy in response to the global influence of English at different levels of Turkish national education, including its…

  12. WEBLOGS FOR ENGLISH LANGUAGE LEARNING: Students’ Perceptions

    Directory of Open Access Journals (Sweden)

    Juida WAN

    2011-10-01

    Full Text Available The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for English language learning. A questionnaire which was made up of both close-ended and open-ended questions was administered at the end of the study. A mixture of quantitative and qualitative methods was used to analyse the students’ responses to the questionnaire. The study found that students were aware of their audience when they blogged and that they geared their writing towards their audience. In addition, they also interacted with others through the use of the comment feature on their weblogs. Furthermore, the majority of the students enjoyed blogging and found weblogs useful for English language learning. This study found that weblogs are promising interactive tools for English language learning.

  13. Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English

    Science.gov (United States)

    Shishavan, Homa Babai; Sadeghi, Karim

    2009-01-01

    This study attempted to characterize qualities of an effective English language teacher (EELT) as perceived by Iranian English language teachers and learners. For this purpose, a tailor-made questionnaire was administered to 59 English language teachers and 215 learners of English at universities, high schools and language institutes in Iran. The…

  14. Evaluating Workplace English Language Programs

    Science.gov (United States)

    Ekkens, Kristin; Winke, Paula

    2009-01-01

    Companies across the United States provide workplace English classes to non-native-English-speaking employees to increase productivity, retention, and on-the-job safety. Institutions that financially support the programs often require evidence of learning through standardized tests as a prerequisite for continued funding. However, the tests…

  15. Meeting Common Core English Language Arts and English Language Development Standards with Character Education Lesson Plans in Alternative Education Grades 9 through 12

    Science.gov (United States)

    Hoedel, Joseph M.; Lee, Robert E.

    2016-01-01

    This is a case study in which the Character Development and Leadership Program replaced an alternative high school's traditional English language offerings. A triangulated case study used student records, field notes, and interviews of stakeholders to compare the academic year prior to this substitution and the 2 academic years following it. All 3…

  16. Using Video in the English Language Clasroom

    Directory of Open Access Journals (Sweden)

    Amado Vicente

    2002-08-01

    Full Text Available Video is a popular and a motivating potential medium in schools. Using video in the language classroom helps the language teachers in many different ways. Video, for instance, brings the outside world into the language classroom, providing the class with many different topics and reasons to talk about. It can provide comprehensible input to the learners through contextualised models of language use. It also offers good opportunities to introduce native English speech into the language classroom. Through this article I will try to show what the benefits of using video are and, at the end, I present an instrument to select and classify video materials.

  17. Measures for Determining English Language Proficiency and the Resulting Implications for Instructional Provision and Intervention

    Science.gov (United States)

    Albers, Craig A.; Kenyon, Dorry M.; Boals, Timothy J.

    2009-01-01

    Although numerous English language proficiency (ELP) measures currently exist, many were developed prior to the No Child Left Behind Act of 2001 (NCLB). These pre-NCLB measures typically focused on social language proficiency, whereas post-NCLB measures are linked to ELP standards and focus on academic language proficiency (ALP). ELP measures are…

  18. Parent Involvement in Early Childhood: A Comparison of English Language Learners and English First Language Families

    Science.gov (United States)

    Harper, Sarah N.; Pelletier, Janette

    2010-01-01

    This study evaluated parents' communication, involvement and knowledge of their children's abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty-two kindergarten-aged children, their parents and their teachers participated in the study. Results…

  19. Academic Language in Early Childhood Classrooms

    Science.gov (United States)

    Barnes, Erica M.; Grifenhagen, Jill F.; Dickinson, David K.

    2016-01-01

    This article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional…

  20. 37 CFR 3.26 - English language requirement.

    Science.gov (United States)

    2010-07-01

    ... 37 Patents, Trademarks, and Copyrights 1 2010-07-01 2010-07-01 false English language requirement... English language requirement. The Office will accept and record non-English language documents only if accompanied by an English translation signed by the individual making the translation. [62 FR 53202, Oct. 10...

  1. Is English Language Really the Appropriate Language for Health ...

    African Journals Online (AJOL)

    This paper explores the impact of the use of the English language for health mobilization in Calabar Town. It also aimed at establishing the effectiveness of the language used in health mobilization in the town. The study was carried out in Calabar Municipality and Calabar South Local Government Areas of Cross River ...

  2. Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners

    Science.gov (United States)

    Cirillo, Michelle; Bruna, Katherine Richardson; Herbel-Eisenmann, Beth

    2010-01-01

    In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. (Contains 1 figure.)

  3. The Relationship between Receptive and Expressive Subskills of Academic L2 Proficiency in Nonnative Speakers of English: A Multigroup Approach

    Science.gov (United States)

    Pae, Hye K.; Greenberg, Daphne

    2014-01-01

    The purpose of this study was to examine the relationship between receptive and expressive language skills characterized by the performance of nonnative speakers (NNSs) of English in the academic context. Test scores of 585 adult NNSs were selected from Form 2 of the Pearson Test of English Academic's field-test database. A correlated…

  4. English language training for Navy enlisted personnel who speak English as a second language

    OpenAIRE

    Abalos, Aurora S.

    1990-01-01

    Approved for public release; distribution unlimited. Communication problems exist for English as a second language (ESL) personnel in Recruit Training Commands and Navy work places. Good English language programs could improve the communication problems in the training environment and in the work place by providing language instruction right after enlistment. In this study, the adequacy of the existing ESL training programs in the Navy and other ESL training programs currently used in the ...

  5. Measuring and Comparing Academic Language Development and Conceptual Understanding via Science Notebooks

    Science.gov (United States)

    Huerta, Margarita; Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael

    2016-01-01

    The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors…

  6. A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

    Science.gov (United States)

    Torres, Hector Neftali, Sr.

    2000-11-01

    lends support to Cummins' theoretical framework, which indicates that learning science content subject matter requires cognitive academic language proficiency (CALP). The study also indicates that CALP maybe the combination of high order English language proficiency and high levels of reasoning skills. (Abstract shortened by UMI.)

  7. Many languages, one classroom teaching dual and English language learners

    CERN Document Server

    Nemeth, Karen

    2009-01-01

    Even the most experienced teacher can feel a bit unsure about meeting the unique needs of children from different language backgrounds. Many Languages, One Classroom applies the latest information about best practices to all aspects of a preschool program. Organized by interest areas and times of the day, you'll find everything you need to open the doors of literacy and learning for English language learners during dramatic play, outdoor play, reading, science, blocks, and circle time.

  8. The Relationship between Iranian English Language Teachers' and Learners' Gender and Their Perceptions of an Effective English Language Teacher

    Science.gov (United States)

    Shishavan, Homa Babai

    2010-01-01

    In this study English language teachers and learners engaged in teaching and learning of English in Iranian universities, high schools and private language institutes were asked about characteristics of an effective English language teacher. The aim of the study was to investigate whether male and female teachers and learners of English hold…

  9. Does Teaching English in Saudi Primary Schools Affect Students’ Academic Achievement in Arabic Subjects?

    Directory of Open Access Journals (Sweden)

    Othman Aljohani

    2016-02-01

    Full Text Available The global trend of introducing second language learning, namely, English, in primary schools is increasing. In Saudi Arabia, where English has never been taught in primary schools, the government to implement English as a second language at the primary level in 2005; however, this generated controversy. Opposition to the learning of English has been based on religious, cultural, and educational arguments. The latter argument consists of claims that learning English at a young age might influence children’s mother tongue development and influence their academic success. This paper investigates the impact of teaching English in Saudi primary schools on students’ achievement in Arabic-language subjects. This quantitative research aims to inform the debate on second language learning in primary schools by studying children’s examination results in the Arabic subject areas of grammar, reading, and writing. The sample consisted of primary school students from years 1 to 6 as well as year 6 students from the last year before (2004 and the first year after (2005 the introduction of English. Student results from four primary schools (two government schools and two private schools were collected and analysed. This study found no indication of a positive or negative impact of learning English on students’ achievement in Arabic subjects. However, private school students who studied English beginning in their first year of school had better results in the Arabic subjects that were the focus of this research. Keywords: second language acquisition, language impact, ESL

  10. Higher English language skills for CFE

    CERN Document Server

    Firth, Mary M; Mitchell, John

    2015-01-01

    A brand new edition of a bestselling title, updated for the newest Higher English (for CfE) syllabus. We are working with SQA to secure endorsement for this title. This book provides you with the support and advice you will need to succeed in Higher English. By studying literary techniques and with top experts guiding you through and explaining how to use these skills, you will be helped to understand why questions are framed in a particular way and how to answer them in a manner that ensures the highest possible grade. - Become more secure in your knowledge of the English language. - Learn ho

  11. Intercultural Exposure through English Language Teaching: An Analysis of an English Language Textbook in Bangladesh

    Science.gov (United States)

    Siddiqie, Shamsun Akhter

    2011-01-01

    The treatment of culture in foreign language textbooks is comparatively a new trend in English Language Teaching (ELT) which is based on the growing consensus that language textbooks should attempt to raise students' awareness of international culture as well as that of their own. Being influenced by this thought, Bangladesh too like many other…

  12. The English Language in Japan: History, Attitudes, and Functions. Introduction.

    Science.gov (United States)

    Kachru, Braj B.; Smith, Larry E.

    1995-01-01

    Introduces this special issue on the English language in Japan, which focuses on the historical phases of the introduction of English, the role of English in the educational system and the media, the contact and convergence of Japanese and English, the functions of English in Japan, and Japanese attitudes toward English. (three references) (MDM)

  13. Research methods for English language teachers

    CERN Document Server

    McDonough, Jo

    2014-01-01

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

  14. Relationship between "Form" and "Content" in Science Writing among English Language Learners

    Science.gov (United States)

    Lee, Okhee; Penfield, Randall D.; Buxton, Cory A.

    2011-01-01

    Background/Context: While different instructional approaches have been proposed to integrate academic content and English proficiency for English language learning (ELL) students, studies examining the magnitude of the relationship are non-existent. This study examined the relationship between the "form" (i.e., conventions, organization, and…

  15. Language Learning Strategies of English for Specific Purposes Students at a Public University in Malaysia

    Science.gov (United States)

    Shah, Mohamed Ismail Ahamad; Ismail, Yusof; Esa, Zaleha; Muhamad, Ainon Jariah

    2013-01-01

    Studies on strategy research have shown the usefulness and importance of language learning strategies (LLS) for ESL and EFL learners. However, research on content-based learners in relation to English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) has yet to be undertaken. This study, therefore, investigated the learning…

  16. Developing Independent Listening Skills for English as an Additional Language Students

    Science.gov (United States)

    Picard, Michelle; Velautham, Lalitha

    2016-01-01

    This paper describes an action research project to develop online, self-access listening resources mirroring the authentic academic contexts experienced by graduate university students. Current listening materials for English as an Additional Language (EAL) students mainly use Standard American English or Standard British pronunciation, and far…

  17. Language training: English & French courses

    CERN Multimedia

    Françoise Benz

    2006-01-01

    General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from Ma...

  18. English Language Teaching in Rural Areas: A Scenario and Problems and Prospects in Context of Bangladesh

    Directory of Open Access Journals (Sweden)

    Md.Mahroof Hossain

    2016-06-01

    Full Text Available Language is one of the medium of expressing our ideas, feelings and emotions. And if we think about language in present world then English is one of the most used languages in the world and English is used as a second language in Bangladesh. English is introduced here at the primary level and its inclusion continues till the tertiary level of education. Most of the students of the primary schools in rural areas are weak in English language due to lack of skilled and trained teachers who are familiar to the modern methods and approaches of teaching and lack of materials for teaching in the classroom. Primary level English curriculum implementation is essential in Bangladesh to achieve the set English language competency in the rural areas. Students in the rural areas are performing poorly in English compared to their urban counterparts. Statistics showed that there was a gulf of difference between the facilities enjoyed by rural schools and urban schools. The study explores the challenges of teaching English language in rural areas in context of Bangladesh. This study investigated the factors affecting student’s performance in English language in rural areas. Data were collected using interviews, classroom observation and questionnaire. Result of the study reveals that students were highly motivated to learn English for future expectations such as local and international communication, academic advancement and employment prospects. It also provide a scenario of English teaching system in rural areas of Bangladesh as well as the problems and prospects of English language in perspective of Bangladesh. Keywords: English language, rural areas, education, learning and teaching, competency

  19. THE RELEVANCE OF LEARNING APPLIED ENGLISH FOR ACADEMICS TO FOSTER PROFESSIONALISM

    Directory of Open Access Journals (Sweden)

    Lubna Algadrie

    2005-01-01

    Full Text Available Academics who are not competent in communication skills, particularly language skills, will develop less compared to those who are. Communication skills in general and language skills in particular will foster professionalism since professionals will spend less time doing and more time managing as experience grows. Professionalism grows from qualities that can be learned and developed as well as information learned and acquired. Negotiating skills will enable them to win deals more readily. Moreover, internet based realms of communications are mostly English speaking creations, which vary in terms of level of formality and choice of words. In this paper the writer shares her experience in materials preparations and a classroom-centered research done on a group of academics of non-English majors who came to ITS Language Centre to improve their English language competence for career development and further studies.

  20. An Institutional Approach to English Language Proficiency

    Science.gov (United States)

    Murray, Neil; Hicks, Margaret

    2016-01-01

    As the university student body becomes ever more diverse, the place and nature of English language provision is coming under unprecedented scrutiny and is the object of greater regulation. Today, more than ever before, institutions of higher education are being called to account for the way in which they support this diverse population in respect…

  1. Second Language Learners' Attitudes towards English Varieties

    Science.gov (United States)

    Zhang, Weimin; Hu, Guiling

    2008-01-01

    This pilot project investigates second language (L2) learners' attitudes towards three varieties of English: American (AmE), British (BrE) and Australian (AuE). A 69-word passage spoken by a female speaker of each variety was used. Participants were 30 Chinese students pursuing Masters or Doctoral degrees in the United States, who listened to each…

  2. Managing Innovation in English Language Education

    Science.gov (United States)

    Waters, Alan

    2009-01-01

    Innovation in English language education (ELE) has become a major "growth area" in recent years. At the same time, an ELE innovation management literature has also developed, based on insights from innovation theory and their application, both from outside and within ELE, and concerned with attempting to critically evaluate and inform ELE…

  3. "Wh"-Questions in the English Language

    Science.gov (United States)

    Mowarin, Macaulay

    2011-01-01

    This paper analyzes "wh"-questions in the English Language based mainly on Chomsky's Minimalist Programme of transformational grammar as the theoretical model. The four main objectives of this paper are as follows: first, it undertakes a cross linguistic typological analysis of "wh"-questions and it then discusses the derivation of…

  4. Preparing English Language Learners for Complex Reading

    Science.gov (United States)

    Silva, Janice; Delleman, Paul; Phesia, Andria

    2013-01-01

    Although the Common Core state standards' goal of ensuring that every student leaves high school prepared to meet the demands of college and career is laudable, it's daunting for teachers who serve English language learners. The authors, educators at a private bilingual school in Mexico, describe how they used short excerpts of longer works giving…

  5. Productive Language Use with IT'S ENGLISH

    NARCIS (Netherlands)

    Kanselaar, G.; Jaspers, J.G.M.; Kok, W.A.M.

    1993-01-01

    Based on the results of a study in 1989, a new Computer-Assisted Instruction program for foreign language teaching of English has been developed. Main features of this program are the communicative approach, a 70, 000 word dictionary, sound and a syntactic parser.An evaluation study was carried out

  6. English language teaching textbooks content, consumption, production

    CERN Document Server

    Harwood, N

    2013-01-01

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

  7. "Harry Potter" and the English Language Learner.

    Science.gov (United States)

    Coatney, Kathy

    2001-01-01

    Describes one teacher's success with using "Harry Potter" in a program to teach elementary school English language learners. Provides comprehension strategies incorporated to help learners understand the story. Highlights the importance of creating a classroom environment with a low level of anxiety, the implications of the program, and the value…

  8. English Language Learners in a Digital Classroom

    Science.gov (United States)

    Prince, Johanna

    2017-01-01

    English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an…

  9. Reading Interventions to Support English Language Learners

    Science.gov (United States)

    Corella, Jolene

    2012-01-01

    High stakes assessments conducted in the southwestern United States demonstrate that fewer than 50% of English language learners (ELLs) are achieving proficiency levels in reading fluency. The purpose of this study was to understand if reading interventions using the framework of Samuels's repeated reading (RR) strategy increased student…

  10. The English Language of the Nigeria Police

    Science.gov (United States)

    Chinwe, Udo Victoria

    2015-01-01

    In the present day Nigeria, the quality of the English language spoken by Nigerians, is perceived to have been deteriorating and needs urgent attention. The proliferation of books and articles in the recent years can be seen as the native outcrop of its received attention and recognition as a matter of discourse. Evidently, every profession,…

  11. Developing an English Language Textbook Evaluation Checklist

    Science.gov (United States)

    Mukundan, Jayakaran; Hajimohammadi, Reza; Nimehchisalem, Vahid

    2011-01-01

    The paper describes the considerations that were taken into account in the development of a tentative English language textbook evaluation checklist. A brief review of the related literature precedes the crucial issues that should be considered in developing checklists. In the light of the previous evaluation checklists the developers created a…

  12. Teaching Vocabulary to English Language Learners

    Science.gov (United States)

    Daniels, Sharilyn Fox

    2009-01-01

    This study determined if the vocabulary gap for English Language Learners (ELLs) and their peers could be bridged through providing home interventions with multiple exposures to words, definitions, model sentences and context. Ninety-one first grade students from a public school in Southern California with a 95% ELL population were researched. ELL…

  13. 211 English Language, the Nigerian Education System and Human ...

    African Journals Online (AJOL)

    The role English language plays in human development in Nigeria is the focal point of ... learning process thrives on effective communication between the teacher and the .... enable one understand how English language came into Nigeria.

  14. Coding and English Language Teaching

    Science.gov (United States)

    Stevens, Vance; Verschoor, Jennifer

    2017-01-01

    According to Dudeney, Hockly, and Pegrum (2013) coding is a deeper skill subsumed under the four main digital literacies of language, connections, information, and (re)design. Coders or programmers are people who write the programmes behind everything we see and do on a computer. Most students spend several hours playing online games, but few know…

  15. Methods of English language teaching

    OpenAIRE

    Козелецька, І.С.

    2013-01-01

    The grammar translation method instructs students in grammar, and provides vocabulary with direct translations to memorize. It was the predominant method in Europe in the 19th century. Most instructors now acknowledge that this method is ineffective by itself. It is now most commonly used in the traditional instruction of the classical languages.

  16. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School

    Science.gov (United States)

    Gose, Robin Margaretha

    English language learners (EL) are the fastest growing sub-group of the student population in California, yet ELs also score the lowest on the science section of the California Standardized Tests. In the area of bilingual education, California has dramatically changed its approach to English learners since the passage of Proposition 227 in 1998, which called for most EL instruction to be conducted in English (Cummins, 2000; Echevarria, Vogt, & Short, 2008). In reality, this means that EL students are often placed in programs that focus on basic language skills rather than rigorous content, meaning that they are not getting access to grade level science content (Lee & Fradd, 1998). As a result, many EL students exit eighth grade without a strong foundation in science, and they continue to score below their English-speaking peers on standardized achievements. While the usefulness of the academic language construct remains controversial (Bailey, 2012), the language used in science instruction is nevertheless often unfamiliar to both EL and English proficient students. The discourse is frequently specialized for discipline-specific interactions and activities (Bailey, 2007; Lemke, 1990). This qualitative case study examined academic language instruction in three middle school science classrooms at a dual language charter school. The goal was to understand how teachers integrate academic language and content for linguistically diverse students. The findings fom this study indicate that targeting language instruction in isolation from science content instruction prohibits students from engaging in the "doing of science" and scientific discourse, or the ability to think, reason, and communicate about science. The recommendations of this study support authentically embedding language development into rigorous science instruction in order to maximize opportunities for learning in both domains.

  17. Cambridge IGCSE english as a second language

    CERN Document Server

    Reynolds, John

    2014-01-01

    Revised edition for the 2015 syllabus offering the easiest and most cost effective way to teach both the speaking and listening components with one set of books covering two years and free digital material. This title has been written for the revised Cambridge IGCSE English as a Second Language (0510 and 0511) syllabuses, for first teaching from 2013. ? Prepares students for their exams with a focus on assessed language features, such as inference, opinion and attitude. ? Develops language abilities at an appropriate pace with extra interactive tests on a free CD-ROM. We are working with Cambr

  18. Language Training: English & French courses

    CERN Document Server

    Françoise Benz

    2006-01-01

    If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Departmental Secretariat or from your DTO (Departmental Training Officer). Applications will be accepted in the order in which they are received. General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skil...

  19. English, Language Shift and Values Shift in Japan and Singapore

    Science.gov (United States)

    Morita, Liang

    2015-01-01

    This is a comparative study of English language education in Japan and Singapore and the role English plays in both countries. English language education in Japan has not been very effective. Although the communicative approach to teaching English was introduced in the 1980s, schools still use the grammar-translation method and most Japanese do…

  20. English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

    Science.gov (United States)

    Cummins, Jim; Mirza, Rania; Stille, Saskia

    2012-01-01

    This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations…

  1. A whole language assistance programme with English second language pupils

    OpenAIRE

    2014-01-01

    M.Ed. (Psychology of Education) As the South African education system is moving towards complete reorganisation and fundamental restructuring, teachers have been forced to take a look at the language being used in their now multilingual classrooms and also at their own teaching of language, as opposed to the teaching of school-based literature. Some teachers see this as a challenge, and with the attention now being paid in the school curriculum to the communicative use of English, are atte...

  2. Post O-Level English--The Study of Language

    Science.gov (United States)

    Gannon, P.

    1976-01-01

    Examines objections to the study of language and linguistics in secondary education and suggests that it is time to resolve the false dichotomy between English literature and English language by providing a modest optional language element in A-level English. (Author/RK)

  3. The indispensable role of the English language in sustainable ...

    African Journals Online (AJOL)

    Previous researches and prevalent issues have revealed that the world has indeed become a global world with a dominate language which is the English language. English has become a unifying factor in multilingual multicultural nations. In Nigeria precisely, the English language occupies a unique position and ...

  4. English Language Education Policy in Colombia and Mexico

    Science.gov (United States)

    Roux, Ruth

    2012-01-01

    English language education policies have attracted the attention of researchers in applied linguistics and English language teaching world-wide in the last few years. Some contend that English language skills are vital if a country is to participate actively in the global economy and individuals are to have access to knowledge for social and…

  5. 16 CFR 301.3 - English language requirements.

    Science.gov (United States)

    2010-01-01

    ... 16 Commercial Practices 1 2010-01-01 2010-01-01 false English language requirements. 301.3 Section... AND REGULATIONS UNDER FUR PRODUCTS LABELING ACT Regulations § 301.3 English language requirements. All..., shall be set out in the English language. If labels, invoices or advertising matter contain any of the...

  6. 16 CFR 300.7 - English language requirement.

    Science.gov (United States)

    2010-01-01

    ... 16 Commercial Practices 1 2010-01-01 2010-01-01 false English language requirement. 300.7 Section... AND REGULATIONS UNDER THE WOOL PRODUCTS LABELING ACT OF 1939 Labeling § 300.7 English language..., shall appear in the English language. If the product bears any stamp, tag, label, or mark of...

  7. 19 CFR 122.4 - English language required.

    Science.gov (United States)

    2010-04-01

    ... 19 Customs Duties 1 2010-04-01 2010-04-01 false English language required. 122.4 Section 122.4... TREASURY AIR COMMERCE REGULATIONS General Definitions and Provisions § 122.4 English language required. A translation in the English language shall be attached to the original and each copy of any form or document...

  8. 48 CFR 614.201-70 - Use of English language.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Use of English language... METHODS AND CONTRACT TYPES SEALED BIDDING Solicitation of Bids 614.201-70 Use of English language. Use of English language solicitations and contracts is mandatory unless a deviation has been approved by the...

  9. 16 CFR 303.4 - English language requirement.

    Science.gov (United States)

    2010-01-01

    ... 16 Commercial Practices 1 2010-01-01 2010-01-01 false English language requirement. 303.4 Section... AND REGULATIONS UNDER THE TEXTILE FIBER PRODUCTS IDENTIFICATION ACT § 303.4 English language requirement. All required information shall be set out in the English language. If the required information...

  10. English Language Teaching Through Literature : An Application of English Poetry in the High School English Textbook to the Classroom

    OpenAIRE

    濵口, 脩

    2004-01-01

    The aim of this present paper is to review the present state of English poetry in the high school English textbooks in Japan and to propose some practical application of English poems to the English language classroom. Several cases in which English poems are found in actual English high school textbooks are discussed, and then, since there seems to be no explanation of teaching English poems, with some notes of them and of reading English poems in general, some practical suggetions for impro...

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

    Science.gov (United States)

    Hung, Hsiu-Ting

    2015-01-01

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

  12. The History of the English Language Course: A Cross-Disciplinary Approach to the Humanities

    Science.gov (United States)

    Dressman, Michael R.

    2007-01-01

    The study of the history of the English language can help students become aware of major issues in several academic fields, including history, literature, political science, anthropology, communication, economics, the Arts, and, of course, languages and linguistics. Even though instructors may not have an especially broad background in the…

  13. Semiotic Structure and Meaning Making: The Performance of English Language Learners on Mathematics Tests

    Science.gov (United States)

    Solano-Flores, Guillermo; Barnett-Clarke, Carne; Kachchaf, Rachel R.

    2013-01-01

    We examined the performance of English language learners (ELLs) and non-ELLs on Grade 4 and Grade 5 mathematics content knowledge (CK) and academic language (AL) tests. CK and AL items had different semiotic loads (numbers of different types of semiotic features) and different semiotic structures (relative frequencies of different semiotic…

  14. Language Barrier And The Performance of Secondary School Students in EnglishLanguage in Katsina Metropolis

    OpenAIRE

    Nwabudike Christopher Eziafa; Ojoko E. A.; George Anaso Nwaorah

    2014-01-01

    This research work centres on Language Barrier and the Performance of Secondary School Students in English Language in Katsina Metropolis. The study identifies the causes of failure in English Language in secondary schools, the factors responsible for the inability of students to learn English language as a second language and the effect of mother tongue interference on the performance of students in English language in the study area. Data for this study  were collected through the use of st...

  15. On Becoming an African-Asian English Academic at Rhodes ...

    African Journals Online (AJOL)

    canberry

    culture, the literary elite held the respon si bility of upholding 'the language, the .... As a postgraduate in the Journalism Department and then in the English ... identity', of discourse and language, and the role of academia in the waves of.

  16. Language-Rich Discussions for English Language Learners

    Science.gov (United States)

    Zhang, Jie; Anderson, Richard C.; Nguyen-Jahiel, Kim

    2013-01-01

    A study involving 75 Spanish-speaking fifth graders from a school in the Chicago area investigated whether a peer-led, open-format discussion approach, known as Collaborative Reasoning, would accelerate the students' English language development. Results showed that, after participating in eight discussions over a four-week period, the CR group…

  17. Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

    Science.gov (United States)

    Wu, Chia-Pei; Lin, Huey-Ju

    2016-01-01

    This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

  18. The International English Language Testing System (IELTS): The Speaking Test.

    Science.gov (United States)

    Ingram, D. E.

    1991-01-01

    The International English Language Testing System (IELTS) assesses proficiency in English both generally and for special purposes of non-native English speakers studying, training, or learning English in English-speaking countries. The Speaking subtest of the IELTS measures a candidate's general proficiency in speaking in everyday situations via a…

  19. Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

    Directory of Open Access Journals (Sweden)

    María Ángeles Martín del Pozo

    2017-07-01

    Full Text Available CLIL (Content and Language Integrated Learning and EMI (English Medium Instruction practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self training of those teachers who need to update their language skills for CLIL.

  20. Language Ideologies in a Danish Company with English as a Corporate Language

    DEFF Research Database (Denmark)

    Lønsmann, Dorte

    2015-01-01

    with Danish. While previous studies of English as an international language have tended to focus on the consequences for the local language, this article also includes a discussion of the role of English in relation to other international languages. English is constructed as the international language......With the spread of English as a global language, concerns have been voiced over the impact of English on local languages. This article presents results from an ethnographic study of language ideologies in a Danish workplace with a particular focus on ideologies of English in relation to the local...... language and to other foreign languages. In this international company, conflicting ideologies construct the local language Danish on the one hand as the natural language in Denmark, but as unimportant compared to English on the other hand. English is constructed as prestigious and powerful in contrast...

  1. Beyond (F)utilitarianism: English "as" Academic Purpose.

    Science.gov (United States)

    Pennycook, Alastair

    1994-01-01

    A discussion of the teaching of English for academic purposes (EAP) focuses on criticism that the content of such courses is thin and that they are offered as a service to other disciplines. It is proposed that the emphasis of EAP instruction be shifted to the role English plays as a medium for conveying meaning to the ways in which English is…

  2. Learning through English Language in Early Childhood Education: A Case of English Medium Schools in China

    Science.gov (United States)

    Mwalongo, Leopard Jacob

    2016-01-01

    In China the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English as foreign language regardless of their proficiency in the first language. Therefore the study aims at examining the learning English language as a…

  3. Slovene-English Language Contact and Language Change

    Directory of Open Access Journals (Sweden)

    Nada Šabec

    2011-05-01

    Full Text Available The paper focuses on Slovene - English language contact and the potential language change resulting from it. Both the immigrant context (the U.S. and Canada and Slovenia, where direct and indirect language contact can be observed respectively, are examined from two perspectives: social on the one hand and linguistic on the other. In the case of Slovene Americans and Canadians the emphasis is on language maintenance and shift, and on the relationship between mother tongue preservation and ethnic awareness. The linguistic section examines different types of bilingual discourse (borrowing, code switching, showing how the Slovene inflectional system in particular is being increasingly generalized, simplified and reduced, and how Slovene word order is gradually beginning to resemble that of English. In the case of Slovenia we are witnessing an unprecedented surge in the influence of English on Slovene, especially in the media (both classic and electronic, advertising, science, and the language of the young. This influence will be discussed on a number of levels, such as lexical, syntactic and intercultural, and illustrated by relevant examples.

  4. English as a global language in China deconstructing the ideological discourses of English in language education

    CERN Document Server

    Pan, Lin

    2014-01-01

    This book offers insight into the spread and impact of English language education in China within China's broader educational, social, economic and political changes. The author's critical perspective informs readers on the connections between language education and political ideologies in the context of globalizing China. The discussion of the implications concerning language education is of interest for current and future language policy makers, language educators and learners. Including both diachronic and synchronic accounts or China's language education policy, this volume highlights how China as a modern nation-state has been seeking a more central position globally, and the role that English education and the promotion of such education played in that effort in recent decades.

  5. Foreign Language Planning in Saudi Arabia: Beyond English

    Science.gov (United States)

    Payne, Mark; Almansour, Maram

    2014-01-01

    This paper presents findings from an exploratory study of foreign language planning in Saudi Arabia. In terms of official policy, the sole foreign language taught in Saudi public schools is English. Therefore, researching foreign languages there is often limited to researching the area of English as a Foreign Language. However, evidence shows that…

  6. English Language Learners: Development and Intervention--An Introduction

    Science.gov (United States)

    McCardle, Peggy; Leung, Christy Y.Y.

    2006-01-01

    Nearly one in five Americans speaks a language other than English at home; among Americans speaking languages other than English, the largest single language group is Spanish speaking (U.S. Department of Commerce, 2004). The increase in the total group of language minority individuals has been dramatic, with their proportion in the U.S. population…

  7. Dictionary Usage in English Language Learning

    OpenAIRE

    Rohmatillah, Rohmatillah

    2016-01-01

    This article examined about the important of using dictionary in English language learning. We cannot deny in learning a foreign language, we need to consult a dictionary. It is supported by Laufer in Koca believes that when word looks familiar but the sentence in which it is found or its wider context makes no sense at all, the learner should be encouraged to consult a dictionary. Sometimes the learners are reluctant to find out the other meaning of word from dictionary, as a result the mea...

  8. From Native-like Selections to English Academic Performance: Exploring the Knowledge Base of English Bilinguals

    Directory of Open Access Journals (Sweden)

    Hamid Gomari

    2017-10-01

    Full Text Available Pawley and Syder (1983 pointed out that idiomatic expressions can be discussed in terms of nativelike selection (NLS, which refers to the ability of the native speaker to express his/her intended meaning using an expression that is not only grammatical but also nativelike. In the current study, Pearson’s correlation coefficients were used to investigate the possible correlations between the variables of language contact (LC, language attitude (LA, and language motivation (LM integrative (Int.M and instrumental (Inst.M, age of L2 onset (AoO, and length of exposure to target language (LoE and English bilinguals’ (EBs knowledge of NLS in an international school—a semi-naturalistic setting. A possible correlation between EB’s NLS scores and their English academic performance (EAP was examined as well. Moreover, multiple regression analysis was conducted to investigate the factors predicting EB’s NLS knowledge. The participants were 281 high school students of mixed gender and ethnicity from an international school in the Philippines. Different questionnaires were used to collect data related to LC, LoE, AoA, LA, and LM. Data concerning NLS knowledge and EAP were gathered using a receptive NLS test together with a standardized English test. The results of the correlation analyses indicated that the variables of LC, LoE, Int.M, and AoO were significantly related to EBs’ knowledge of NLS. Moreover, a significant positive correlation was found between EB’s knowledge of NLS and their EAP. The results of regression analysis yet revealed that the variables of LC, LA, and Int.M predicted EB’s NLS knowledge. The findings provided pedagogical implications for those involved in EFL/ESL teaching, particularly in international schools.

  9. On Chinese Loan Words from English Language

    Science.gov (United States)

    Yan, Yun; Deng, Tianbai

    2009-01-01

    In the recent twenty years, with China's reform and opening policy to the outside world, there is a sharp increase in English loan words in Chinese. On the one hand, it demonstrates that China's soft power has been booming up. But on the other hand, some language pollution in the meanwhile is caused by non-standard use of loan words in Chinese.…

  10. English Textbooks in Parallel-Language Tertiary Education

    OpenAIRE

    Pecorari, D.; Shaw, P.; Irvine, Aileen; Malmstrom, H.

    2011-01-01

    Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perce...

  11. TYPES OF LANGUAGE LEARNING STRATEGIES USED BY TERTIARY ENGLISH MAJORS

    OpenAIRE

    TAN KHYE CHUIN; SARJIT KAUR

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford’s (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students’ perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of lan...

  12. Teacher Perfectionism and Iranian English Language Learners’ Motivation and Achievement

    Directory of Open Access Journals (Sweden)

    Reza Rezvani

    2015-11-01

    Full Text Available Educational psychology has recently reflected a policy shift from focusing on “what goes wrong” in schools, including psychological, physical, and educational disabilities, to recognizing and promoting strengths and positive aspects of students and their environments. Within this scope, some lines of research have examined the extent to which setting personal high standards influences such positive outcomes as educational achievement and high level of motivation. The present study was motivated by the concern that Iranian English language teachers' setting high standards, i.e. perfectionism, may predict English language learners’ motivation and language achievement. Through cluster random sampling, a total of 30 English language teachers with more than one year of experience and 300 elementary English language learners were selected from English Language Institutes in Fars province, Iran. Frost Multidimensional Perfectionism scale and Motivations Underlying English Language Learning questionnaire were used to measure teachers' perfectionism and learners’ language learning motivation, respectively. The learners' final scores in the English courses were collected as a measure of their language learning achievement. The result of simple regression analysis revealed that the teachers' perfectionism did not predict English language learners’ motivation and language achievement. In other words, Iranian English language teachers' perfectionism did not account for any variance in these two variables of interest. Keywords: Perfectionism, Motivation, Language Learning Achievement

  13. A Study of the Motivational Patterns of Learners of English for Academic and Professional Purposes

    Science.gov (United States)

    Abrar-ul-Hassan, Shahid

    2014-01-01

    Learner motivation is considered a vital factor in second language instruction. An analysis of motivation types and degrees can reveal learners' expectations and learning objectives. The present study analyzes the motivational patterns of a group of English for academic and professional purposes (EAPP) learners while focusing on types and degrees…

  14. Examining the Role of the Library in Promoting the Academic Achievement of English Learners

    Science.gov (United States)

    de Souza, Marcela

    2016-01-01

    The purpose of this article is to share findings from a qualitative study showing the positive influences the local public library and the school library had on the personal and academic lives of 18 low-income English language learners of Mexican descent while they were adjusting to the numerous demands of school in the US. For these students, the…

  15. Morphing into Adolescents: Active Word Learning for English-Language Learners and Their Classmates in Middle School

    Science.gov (United States)

    Kieffer, Michael J.; Lesaux, Nonie K.

    2010-01-01

    Many students arrive at middle school without the academic language skills they need to read sophisticated texts with comprehension. In particular, English language learners and students from low-income backgrounds attending underresourced, urban middle schools lack opportunities to learn the thousands of academic words they need to succeed. To…

  16. An Exploration of Foreign Language Anxiety and English Learning Motivation

    Directory of Open Access Journals (Sweden)

    Meihua Liu

    2011-01-01

    Full Text Available Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1 the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2 foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3 both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS, intrinsic motivation (IntrinM, instrumental motivation (InstruM, fear of being negatively evaluated (FLCAS1, and interest in foreign languages and cultures (IFLC proved to be powerful predictors for the latter.

  17. ENGLISH: THE LANGUAGE OF COMMUNICATION IN TOURISM

    Directory of Open Access Journals (Sweden)

    SIMION MINODORA OTILIA

    2013-02-01

    Full Text Available Tourism has become a success story of modern times. In the past decades the number of people whotravel abroad has grown rapidly. Tourism is a service - sector which has proved to be constant in times of economiccrisis and will continue to grow at a rapid pace in the 21st century. But tourism is an extremely complexendeavour.Communication is vital to its success since it is only through the effective use of communication thattourism marketers can offer to customers cues about world wide experiences.. Unfortunately, with the emphasis onscience and professional subjects, language studies are often neglected in universities. Consequently, English remains adifficult language to master in spite of the fact that the Tourism sector can benefit enormously from it and it can reviveinterest in learning languages .

  18. Whole Language-Based English Reading Materials

    Directory of Open Access Journals (Sweden)

    Dian Erlina

    2016-05-01

    Full Text Available This Research and Development (R&D aims at developing English reading materials for undergraduate EFL students of Universitas Islam Negeri (UIN Raden Fatah Palembang, Indonesia. Research data were obtained through questionnaires, tests, and documents. The results of the research show that the existing materials are not relevant to the students’ need, so there is a need for developing new materials based on whole language principles. In general, the new developed materials are considered reliable by the experts, students, and lecturers. The materials are also effective in improving students’ reading achievement. The final product of the materials consists of a course book entitled Whole Language Reading (WLR and a teacher’s manual. WLR provides rich input of reading strategies, variety of topics, concepts, texts, activities, tasks, and evaluations. Using this book makes reading more holistic and meaningful as it provides integration across language skills and subject areas.

  19. Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

    Science.gov (United States)

    Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

    2011-01-01

    The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551

  20. Linking English First Additional Language teaching and learning ...

    African Journals Online (AJOL)

    English as the language of learning, the acquisition of English as second (or even third) language, as well as OBE has been researched before. This study is unique in the way that it addresses the direct influence of the OBE approach on the teaching and learning process in Grade 8 EFAL classrooms. Keywords: English ...

  1. English Language Teachers' Attitudes to the Promotion of the ...

    African Journals Online (AJOL)

    Against the backdrop of the near-impossibility of attaining a native-like command of the English in a second language situation, which is one of the major factors found to be militating against Nigerian learners of the English language, this study examines the prospects of promoting the Standard Nigerian English to end the ...

  2. Evaluation of English Language Textbooks Used in the Junior ...

    African Journals Online (AJOL)

    This study sought to establish the readability, comprehensibility, availability and the level of integration of English language and Literature in English in the English language textbooks in use in Lagos State junior secondary schools. Three hundred students and 60 teachers were selected from 20 schools in Lagos State.

  3. Ambiguous Aims: English-Language Voluntourism as Development

    Science.gov (United States)

    Jakubiak, Cori

    2016-01-01

    "English-language voluntourism" is a practice whereby people from the Global North teach English in the Global South as an alternative form of travel and means of development assistance. As part of a larger, multisited ethnography, I investigate how in-service and former English-language voluntourism program participants frame short-term…

  4. Different Reasons to Play Games in an English Language Class

    Science.gov (United States)

    Sevy-Biloon, Julia

    2017-01-01

    English language students at the Universidad Nacional de Educacion (UNAE) in Ecuador tend to have various learning styles and have a hard time being motivated to not only learn, but also remember the correct form of English language being taught in the classroom. It is mandatory for these students to learn English; therefore many do not have…

  5. Cultural Diversity in English Language Teaching: Learners' Voices

    Science.gov (United States)

    Chinh, Nguyen Duc

    2013-01-01

    The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker…

  6. Gender Differences in Achievement Goals and Performances in English Language and Mathematics of Senior Secondary Schools Students in Borno State, Nigeria

    Science.gov (United States)

    Musa, Alice K. J.; Dauda, Bala; Umar, Mohammad A.

    2016-01-01

    The paper investigated gender difference in achievement goals and performance in English Language and Mathematics of senior secondary schools students in Borno State, Nigeria. The study specifically sought to determine gender differences in students' academic performances in English Language, Mathematics and overall academic performance as well as…

  7. Primary English Language Education Policy in Vietnam: Insights from Implementation

    Science.gov (United States)

    Nguyen, Hoa Thi Mai

    2011-01-01

    The introduction of English in primary education curricula is a phenomenon occurring in many non-English-speaking countries in Asia, including Vietnam. Recently, the Ministry of Education and Training (MOET) in Vietnam issued guidelines for the piloting of an English as a foreign language (EFL) primary curriculum in which English is taught as a…

  8. Globalization, English Language Policy, and Teacher Agency: Focus on Asia

    Science.gov (United States)

    Hamid, M. Obaidul; Nguyen, Hoa Thi Mai

    2016-01-01

    This paper focuses on English teachers in Asia in the context of globalization, the global spread of English and the emergence of English as an "Asian language." It highlights the dilemmas facing these teachers in meeting the growing social demands of English proficiency in a technology-influenced, managerial and neoliberal education…

  9. The Future of World Englishes in Language Testing

    Science.gov (United States)

    Brown, James Dean

    2014-01-01

    This article begins by defining "world Englishes" (WEs) and the related paradigm of inner-, outer-, and expanding-circle English(es). The discussion then turns to the central concerns of the WEs and language testing (LT) communities with regard to how English tests can best be constructed to include various WEs by discussing (a) what…

  10. English is an Asian Language: Do Our Textbooks Reflect This?

    OpenAIRE

    Toh Knon Peng

    1997-01-01

    Abstract: Because of the economic boom, the extensive use of English, and the vital process of acculturation, English is now used in South East Asia to communicate amongst South East Asians, to express sociocultural meanings. Hence English should not be treated as a foreign language and learners of English should be firmly grounded in their own culture, traditions and values.

  11. Non-native educators in English language teaching

    CERN Document Server

    Braine, George

    2013-01-01

    The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all excep...

  12. Professional Development Needs of English Language Teachers in Malaysia

    Science.gov (United States)

    Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

    2011-01-01

    This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

  13. Challenges of Effective English Language Learning in Nigeria ...

    African Journals Online (AJOL)

    The factors that influence the students. effective learning of the English Language as second language learners, the attitude of students towards the study of the English language, the nature of teacher/student interaction, the methods of teaching and the availability of teaching aids in Nigeria secondary schools are looked ...

  14. Pragmatic functions of fuzzy language and translation in English advertisements

    Institute of Scientific and Technical Information of China (English)

    曾美林

    2017-01-01

    the application of fuzzy language in English advertisement is very broad, the application of fuzzy language can make advertising more attractive, so as to achieve the goal of advertising design companies.Paper discusses the application of fuzzy language and its translation, for the development of English advertising, creating a better path.

  15. The Comparative Analysis Between English and Chinese Advertising Language

    Institute of Scientific and Technical Information of China (English)

    程子润

    2017-01-01

    With the rapid development of economy, advertisements are seen everywhere. Meanwhile, language plays an important role in strengthening the advertisement's expressive force. Owing to many factors, Chinese and English advertisements have different styles and features. Thus, comparing Chinese and English advertising language is helpful to understand and use them better. This article will focus on the language similarities and differences between them.

  16. English as a Foreign Language Students' Opinions about the Use of English on the Internet

    Science.gov (United States)

    Coskun, Abdullah

    2017-01-01

    As in many other fields, the Internet has been used for educational purposes, especially for foreign language learning. This study has the main objective to investigate English as a Foreign Language (EFL) students' opinions about the use of English on the Internet. By means of a Likert-type questionnaire dealing with the use of English on the…

  17. English Language Schooling, Linguistic Realities, and the Native Speaker of English in Hong Kong

    Science.gov (United States)

    Hansen Edwards, Jette G.

    2018-01-01

    The study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students' English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants' English and Cantonese language use at…

  18. Stakeholders' Perceptions of Language Variation, English Language Teaching and Language Use: The Case of Hong Kong

    Science.gov (United States)

    Chan, Jim Yee Him

    2017-01-01

    This study examines Hong Kong major stakeholders' (secondary students, university students, teachers and professionals) perceptions of language variation, English language teaching (ELT) and language use in their everyday communication via a large-scale questionnaire survey (N = 1893). Based on principal components analysis of the questionnaire…

  19. Language Preference among Nigerian Undergraduates and the Future of English

    Directory of Open Access Journals (Sweden)

    Gabriel B. Egbe

    2014-12-01

    Full Text Available What will be the future of English in Nigeria? Put more apprehensively, will the English language die in Nigeria in the near future? These questions are answered by reporting on the language preference at home of some Nigerian undergraduates in order to gauge the future of English in Nigeria. The investigation sought to determine the language(s most preferred for communication at home among Nigerian undergraduates. From a sample drawn from students in a private Nigerian university, 66.7% identified English as the most frequently used language at home while 64.1% indicated fluency in English against other languages spoken in Nigeria including the indigenous major Nigerian languages (Hausa, Igbo and Yoruba. On order of fluency among the languages sampled, 18.5% indicated an English-only fluency, which reveals that some section of young Nigerians are moving towards a monolingual English-only proficiency. This discovery has implications for the future of English in Nigeria. Several factors may account for this emerging trend. However, the premier position occupied by English in Nigeria and the expanding use of English world-wide clearly support the continuous growth and visibility of English as the language of choice among Nigerian undergraduates at home. This is without prejudice to several declarations and policy statements in favour of Mother Tongue education and usage in Nigeria. The paper concludes that the emergence of a new generation of Nigerians who use English as a first language in a non-host second language context is sowing the seed for further nativization and entrenchment of English in Nigeria.

  20. Chilean 12th graders' attitudes towards English as aforeign language

    OpenAIRE

    Gómez Burgos, Eric; Pérez Pérez, Sandra

    2015-01-01

    A favourable attitude towards a language is a crucial factor in the process of learning a foreign language (Shams, 2008). In light of this premise, this article reports on a case study conducted in two subsidised secondary schools that involved 154 students from Puerto Montt, Chile. A questionnaire of five dimensions was given to the participants in order to identify their attitude towards teachers' methodology and language use in the English classroom, English as a subject at school, English...

  1. Lecturing in one’s first language or in English as a lingua franca

    DEFF Research Database (Denmark)

    Preisler, Bent

    2014-01-01

    The demand for internationalization puts pressure on Danish universities to use English as the language of instruction instead of or in addition to the local language(s). The purpose of this study – though proceeding from the belief that true internationalization seeks to exploit all linguistic...... and multilingual classroom. This case study concerns Danish university teachers' spoken discourse and interaction with students in a Danish-language versus English-language classroom. The data are video recordings of classroom interaction at the University of Roskilde, Denmark. The focus is on the relationship...... between linguistic-pragmatic performance and academic authenticity for university teachers teaching courses in both English and Danish, based on recent sociolinguistic concepts such as “persona,” “stylization,” and “authenticity.” The analysis suggests that it is crucial for teachers' ability...

  2. Language Learning within Academic Constraints.

    Science.gov (United States)

    Blue, George M.

    This paper reports on a research project that examined nonnative Southampton University (England) students' attitudes to continued language learning and the importance of language learning and cultural adaptation. A survey was administered to pre-sessional and in-sessional students that included information on background, past and present language…

  3. The Teaching of Culture in English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    吴月娥

    2012-01-01

      Language is not only part of culture, but also the carrier. The relationship between them decides the important role of culture teaching in language teaching. However, some problems still exist in college English teaching. For example, classroom English teaching time is not enough for culture teaching; English learners’native language thinking has negative transfer in the target language learning, etc.. In order to solve these problems, this paper tends to discuss whether English teaching should put an emphasis on Big-C Culture or Little-c Culture.

  4. Gender and Bilingual Education: An Exploratory Study of the Academic Achievement of Latina and Latino English Learners

    Science.gov (United States)

    Lapayese, Yvette; Huchting, Karen; Grimalt, Olga

    2014-01-01

    Although biliteracy plays a vital role in academic achievement, there has been little research on the unique needs of female and male English language learners. Becoming biliterate is a complex process, compounded by other variables such as 1st-language background, class, culture, and gender. Among these variables, gender has been the least…

  5. Language Training : English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 languag...

  6. gender as predictor of academic achievement in english among

    African Journals Online (AJOL)

    Global Journal

    Cronbach's alpha. The data generated were analysed using Independent t-test at 0.05 level of ... performance in English Language among senior secondary school students in Calabar metropolis. ..... Babalola, O and Onyiloye, G. O., 2012.

  7. The acquisition of English as a second language in Rwanda ...

    African Journals Online (AJOL)

    The acquisition of English as a second language in Rwanda: Challenges and ... E Sibomana ... Building on the factors which are believed to affect second language (L2) acquisition and learning, this article explores constraints, challenges, ...

  8. The Corpus of English as Lingua Franca in Academic Settings.

    Science.gov (United States)

    Mauranen, Anna

    2003-01-01

    Describes a project to make a corpus of English spoken as a lingua franca in university settings in Finland. This corpus is one of the first to address the need for corpora that show the target for English-as-a-Foreign-Language learners whose goal is not to speak with native speakers but to interact in communities where English is a lingua franca.…

  9. THE COMPARISONS AND CONTRASTS BETWEEN ENGLISH AND MALAY LANGUAGES

    Directory of Open Access Journals (Sweden)

    Mohd Nazri Latiff Azmi

    2016-06-01

    Full Text Available English and Malay languages are categorized as popular languages in the world. However, both languages underwent different history and composition. This study investigates the languages in terms of history, phonology, loanwords, grammar, morphology and semantics. The purposes of studying the comparisons and contrasts of both languages are not only to analyze the uniqueness of the languages but also to identify the process of understanding the languages especially the view of second language learners. It is found that two languages come from different background; somehow they share similar characteristics such as the vowels sounds, loanwords and semantics. However, the learners face difficulty in learning both languages especially in pronunciations and spelling.

  10. Which Methodology Works Better? English Language Teachers' Awareness of the Innovative Language Learning Methodologies

    Science.gov (United States)

    Kurt, Mustafa

    2015-01-01

    The present study investigated whether English language teachers were aware of the innovative language learning methodologies in language learning, how they made use of these methodologies and the learners' reactions to them. The descriptive survey method was employed to disclose the frequencies and percentages of 175 English language teachers'…

  11. Flipped Instruction with English Language Learners at a Newcomer High School

    Science.gov (United States)

    Graziano, Kevin J.; Hall, John D.

    2017-01-01

    Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to…

  12. English Language Test for Scientific Staff at D.U.T.

    NARCIS (Netherlands)

    Klaassen, R.G.; Bos, M.H.P.C.; Roubos, Tim; Veronesi, Daniela; Nickenig, Christoph

    2009-01-01

    Delft University of Technology (DUT) screened her (non-native English) scientific staff on their level of language proficiency over the year academic 2006/2007. In this paper the large scale operation, involving planning, policy decisions, assessment means, advise and training are discussed. Results

  13. Characteristics of Effective Pedagogy of Third Grade English Learners in Language Arts: An Exploratory Case Study

    Science.gov (United States)

    Merwin, Gregory J.

    2012-01-01

    The purpose of this study was to identify pedagogical and non-pedagogical factors that affect the academic achievement of English Learner (EL) students in the area of language arts at Dr. Albert Schweitzer Elementary School in Anaheim, California. The researcher conducted an exploratory multiple case study to develop a comprehensive, contextual…

  14. Learning to Teach English Language Arts in Urban Middle Schools: A Cultural and Interactional Perspective

    Science.gov (United States)

    Buescher, Eileen M.

    2017-01-01

    This dissertation explores the experiences of middle childhood pre-service teachers (PST) across two academic years as they learn to teach English language arts to diverse students from conflicting sociocultural contexts. To help PSTs navigate the tensions across contexts, this study introduced culturally relevant (Ladson-Billings, 1995; 2014) and…

  15. Coping with English as Language of Instruction in Higher Education in Rwanda

    Science.gov (United States)

    Kagwesage, Anne Marie

    2013-01-01

    The present study examines strategies that multilingual university students in Rwanda use in order to successfully deal with complex academic material offered through the medium of English, a foreign language. The reported strategies emerged from group work discussions and interviews with students in the faculty of Economics and Management at a…

  16. Linguistic Competence Profiles in English as a Foreign Language in Mexican University Students.

    Science.gov (United States)

    Vivaldo-Lima, Javier; Gonzalez-Robles, Rosa O.; Castillo-Morales, Alberto

    Linguistic competence in English (LCE) as a foreign language has been acknowledged as an important determinant of academic success in higher education. The purpose of this study is to determine the LCE profiles of Mexican freshman students as well as the main factors associated with differences in linguistic competence between proficient and poor…

  17. Research and Teaching: The Pairing of a Science Communications and a Language Course to Enrich First-Year English Language Learners' Writing and Argumentation Skills

    Science.gov (United States)

    Welsh, Ashley J.; Shaw, Amber; Fox, Joanne A.

    2017-01-01

    This article explores how English-language learners' writing evolved during a first-year seminar in science course aimed at developing students' argumentation skills. We highlight how a science communications course was paired with a weekly academic English course in the context of a highly coordinated and enriched first-year experience program…

  18. Literature review: issues surrounding education of English-as-a-Second Language (ESL) nursing students.

    Science.gov (United States)

    Choi, Liza Lai Shan

    2005-07-01

    Examined in this article are the challenges faced by English-as-a-Second Language (ESL) nursing students. Nursing faculties need to address these challenges to meet the increasing diversity of the health care system. A key concern is the ability of ESL nursing students to communicate effectively in English. The Cummins model for English language acquisition provides a template for ESL nursing students to bridge this communication barrier. The literature suggests some particular needs of ESL nursing students can be met through modification of nursing programs. Further research into factors affecting the quality of nursing education for ESL students is warranted. A quantitative analysis is required to see if there exists a positive correlation between improved English language acquisition and academic success by ESL nursing students.

  19. Assessing students' English language proficiency during clinical placement: A qualitative evaluation of a language framework.

    Science.gov (United States)

    San Miguel, Caroline; Rogan, Fran

    2015-06-01

    The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. Continuous Professional Development of English Language Teachers: Perception and Practices

    Directory of Open Access Journals (Sweden)

    AbdulRahman Al Asmari

    2016-06-01

    Full Text Available Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD to improve teacher quality and to meet the changing needs of the students. To uncover the perceptions and practices of professional development in Saudi Arabia, a survey was conducted at Taif University English Language Centre. The sample consisted of 121 English language teachers from various countries and having varied educational and academic experiences. The survey comprised items relevant to learning approaches, concept of professional development, perceptions and feedback on CPD. The respondents supported lifelong learning and experiential learning leading towards learner centered approach. They perceived the CPD as a challenge to their existing knowledge and classroom practice. However, they expressed their concerns regarding indigenization of activities in CPDs, institutional support in conducting classroom activities, and follow up activities.  Keywords: Professional development, Teacher perception, ELT in Saudi Arabia

  1. Learning difficulties or learning English difficulties? Additional language acquisition: an update for paediatricians.

    Science.gov (United States)

    Clifford, Vanessa; Rhodes, Anthea; Paxton, Georgia

    2014-03-01

    Australia is a diverse society: 26% of the population were born overseas, a further 20% have at least one parent born overseas and 19% speak a language other than English at home. Paediatricians are frequently involved in the assessment and management of non-English-speaking-background children with developmental delay, disability or learning issues. Despite the diversity of our patient population, information on how children learn additional or later languages is remarkably absent in paediatric training. An understanding of second language acquisition is essential to provide appropriate advice to this patient group. It takes a long time (5 years or more) for any student to develop academic competency in a second language, even a student who has received adequate prior schooling in their first language. Refugee students are doubly disadvantaged as they frequently have limited or interrupted prior schooling, and many are unable to read and write in their first language. We review the evidence on second language acquisition during childhood, describe support for English language learners within the Australian education system, consider refugee-background students as a special risk group and address common misconceptions about how children learn English as an additional language. © 2013 The Authors. Journal of Paediatrics and Child Health © 2013 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

  2. Supporting English Language Learners in Math Class, Grades K-2

    Science.gov (United States)

    Bresser, Rusty; Melanese, Kathy; Sphar, Christine

    2009-01-01

    More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…

  3. Multilingualism in the English-Language Classroom: Pedagogical Considerations

    Science.gov (United States)

    Cummins, Jim

    2009-01-01

    This article addresses the issue of whether TESOL should clearly articulate a set of pedagogical principles that challenge the assumption that English language teaching (ELT) should be conducted monolingually through English. This "monolingual principle" emphasizes instructional use of the target language (TL) to the exclusion of students' home…

  4. Reforms in the Policy of English Language Teaching in Malaysia

    Science.gov (United States)

    Rashid, Radzuwan A. B.; Abdul Rahman, Shireena Basree; Yunus, Kamariah

    2017-01-01

    This paper reviews reforms related to English language teaching in the Malaysian education system. It begins by tracing the history of Malaysia as a former British colony which has had significant influences on the status of English in the country. Then, it reviews the key educational reforms which have mainly centred on language policy, thus…

  5. English as the Language of International Business Communication

    Science.gov (United States)

    Kuiper, Alison

    2007-01-01

    In teaching business communication, instructors usually can take for granted that English is the language of business communication in a globalised world. Even in a multicultural and multilinguistic country such as Malaysia, the assumption that English is the language to use is shared by those who manage programs, those who teach, and students.…

  6. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

    In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

  7. English, a Tonal Language? | Pam | AFRREV IJAH: An International ...

    African Journals Online (AJOL)

    Tone is associated with lexical meaning, distinguishing one word from another. Diacritical marks are used for indicating tone to eliminate confusion.The general conclusion is English, is not a tonal language. English is an intonation language which expresses syntactic, discourse, grammatical and attitudinal functions.

  8. Linguistic Intervention Techniques for At-Risk English Language Learners

    Science.gov (United States)

    Schneider, Elke; Evers, Tsila

    2009-01-01

    In U.S. public schools, the population of nonnative speakers of English who are at risk for failing language requirements is growing. This article presents multisensory structured language (MSL) teaching strategies to remediate these students' difficulties in reading, writing, and speaking English. These strategies are underscored by recent…

  9. A Role for English Language Teachers in Trauma Healing

    Science.gov (United States)

    Medley, Michael

    2012-01-01

    Because English language teachers should take into account the social-psychological situation of the students they teach, they must be sensitive to the effects of traumatic stress among learners. Refugee and immigrant children are frequently survivors of trauma, along with their peers in crisis-torn English as a foreign language settings around…

  10. Teaching English Language Learners: Recommendations for Early Childhood Educators

    Science.gov (United States)

    Shin, Sarah J.

    2010-01-01

    Some teachers are justifiably concerned that primary-age students who continue to use their native language skills might hamper their acquisition of English literacy. After all, isn't time spent in writing in the first language time that could have been spent writing in English? Many other teachers agree conceptually with the notion that…

  11. Trends, Issues and Challenges in English Language Education in Pakistan

    Science.gov (United States)

    Shamim, Fauzia

    2008-01-01

    This paper aims to critically examine the trends, issues and challenges in policy and practice of English language education in Pakistan. This is done first by historically reviewing the English language education policies since Pakistan's independence in 1947, looking particularly at policy objectives, implementation strategies and outcomes, and…

  12. English Language Education in Jordan: Some Recent Trends and Challenges

    Science.gov (United States)

    Alhabahba, Mohammad Madallh; Pandian, Ambigapathy; Mahfoodh, Omer Hassan Ali

    2016-01-01

    The purpose of this paper is to map out the status of English language teaching (ELT) as practised in the Arab World and, specifically, in Jordan today. The study also aims to bring into focus significant issues that need to be addressed in ELT in the Arab World. This paper presents a review of the current status of English language education,…

  13. 48 CFR 615.205-70 - Use of English language.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Use of English language. 615.205-70 Section 615.205-70 Federal Acquisition Regulations System DEPARTMENT OF STATE CONTRACTING... Information 615.205-70 Use of English language. The requirements of DOSAR 614.201-70 also apply when...

  14. Types of Language Learning Strategies Used by Tertiary English Majors

    Science.gov (United States)

    Chuin, Tan Khye; Kaur, Sarjit

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford's (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students' perceptions of using…

  15. Cuban Voices: A Case Study of English Language Teacher Education

    Science.gov (United States)

    Smith, Steven John

    2016-01-01

    This case study uses qualitative research methods and a postcolonial paradigm to listen to the voices of Cuban teacher educators describing how they educate and prepare English language teachers in Cuba. English language teacher education in Cuba includes features that are considered innovative, contemporary and good practice in the Western world.…

  16. Social Class in English Language Education in Oaxaca, Mexico

    Science.gov (United States)

    López-Gopar, Mario E.; Sughrua, William

    2014-01-01

    This article explores social class in English-language education in Oaxaca, Mexico. To this end, first, we discuss social class in Mexico as related to coloniality; second, for illustration, the paper presents the authors' own social-class analysis as language educators in Oaxaca; third, we discuss how social class impacts English education…

  17. English Language Teachers' Attitudes to the Promotion of the ...

    African Journals Online (AJOL)

    gold

    2012-07-26

    Jul 26, 2012 ... major factors found to be militating against Nigerian learners of the English language ... readiness of English language teachers to embrace the teaching and ..... perception of Nigerians' unbridled desire to Anglicize themselves at all cost. ... Submitted to the Graduate Faculty of Arts and Sciences, University.

  18. Collaborative Teaching from English Language Instructors' Perspectives

    Science.gov (United States)

    Tasdemir, Hanife; Yildirim, Tugba

    2017-01-01

    Collaborative teaching, a significant concept in the field of English language teaching, involves teachers in sharing expertise, decision-making, lesson delivery, and assessment. It is a common practice for instructors in many schools and universities where English is taught as a foreign/second language (EFL/ESL) in intensive programs or…

  19. Communicative English Language Teaching in Egypt: Classroom Practice and Challenges

    Science.gov (United States)

    Ibrahim, Mona Kamal; Ibrahim, Yehia A.

    2017-01-01

    Following a "mixed methods" approach, this research is designed to examine whether teaching English as a foreign language (EFL) in Egypt's public schools matches the communicative English language teaching (CELT) approach. Qualitative and quantitative data were collected from 50 classroom observations, 100 questionnaire responses from…

  20. English Language Teaching in South America: Policy, Preparation and Practices

    Science.gov (United States)

    Kamhi-Stein, Lía D., Ed.; Maggioli, Gabriel Díaz, Ed.; de Oliveira, Luciana C., Ed.

    2017-01-01

    This book investigates new English language policies and initiatives which have been introduced and implemented across Argentina, Brazil, Chile, Colombia, Ecuador, Uruguay and Venezuela. Chapters are organized around three themes. Chapters in the first section critically examine newly-implemented English language policies, as well as factors that…

  1. Denials of Racism in Canadian English Language Textbooks

    Science.gov (United States)

    Gulliver, Trevor; Thurrell, Kristy

    2016-01-01

    This critical discourse analysis examines denials of racism in descriptions of Canada and Canadians from English language textbooks. Denials of racism often accompany racist and nationalist discourse, preempting observations of racism. The study finds that in representations of Canada or Canadians, English language texts minimize and downplay…

  2. Integrating Online Discussion in an Australian Intensive English Language Course.

    Science.gov (United States)

    Sutherland-Smith, Wendy

    2002-01-01

    Describes how the Internet was used for online interaction in a 10-week English-as-a-Second-Language course. Students were highly motivated and seeking eventual admittance to undergraduate programs through successful completion of International English language Testing System (IELTS) examinations. (Author/VWL)

  3. Using Dictionaries in Teaching English as a Foreign Language

    Science.gov (United States)

    Aleeva, Gulnara Kh.; Safiullina, Gulshat R.

    2016-01-01

    The article discusses the problem of mastering new vocabulary at the English language classes. The brief review of the bilingual English-Russian printed and electronic Dictionaries used at the practical classes of English for the students of the first and second courses of the Germanic Philology Department of Kazan Federal University. The method…

  4. Cognitive Contributions to Plurilithic Views of English and Other Languages

    Science.gov (United States)

    Hall, Christopher J.

    2013-01-01

    Monolithic views of languages predominate in linguistics, applied linguistics, and everyday discourse. The World Englishes, English as a Lingua Franca, and Critical Applied Linguistics frameworks have gone some way to counter the myth, highlighting the iniquities it gives rise to for global users and learners of English. Here, I propose that…

  5. Errors and Learning/Teaching English as a Second/Foreign Language: an Exercise in Grammaticology

    Directory of Open Access Journals (Sweden)

    Andrea Nava

    2017-04-01

    Full Text Available Despite ‘pendulum swings’ and ‘revolutions’ throughout the history of language teaching, the association of errors and grammar (of one’s native language or of a second/foreign language has been a constant concern of language professionals as well as the subject of academic interest in linguistics, second language acquisition and grammaticology. Grammar books are ideally suited to the investigation of how perceptions about errors, along with associated notions such as those of grammaticality, acceptability and correctness, have changed throughout the centuries. While much academic interest has been devoted to the analysis of English pedagogical grammar books (and usage manuals aimed at native speakers (‘prescriptive’ grammar books and usage manuals, cf. Peters 2006, very little is known about English pedagogical grammar books for non-native speakers, particularly those published in the 20th and 21st centuries. A recent development within the realm of pedagogical grammaticography has been the genre of pedagogical grammar books specifically aimed at teachers of English as a second or foreign language (Nava 2008. Grammar books such as Celce Murcia and Larsen Freeman (1999 have the express purpose of presenting English grammar drawing on research in linguistics and second language acquisition that is thought to be relevant to the practical business of teaching grammar to second/foreign language learners. In this contribution, after identifying a few key issues in the way the notion of ‘error’ has been conceived of in linguistics, second language acquisition and grammar writing, I will present a study of how a selection of pedagogical grammar books for English language teachers view and operationalize errors.

  6. Overview English Asa Second Language for Young Learners

    OpenAIRE

    Rini, Setia

    2016-01-01

    Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is ...

  7. Teaching English to Engineers: Between English Language Teaching and Psychology

    OpenAIRE

    Irina-Ana Drobot

    2016-01-01

    Teaching English to Engineers is part of English for Specific Purposes, a domain which is under the attention of English students especially under the current conditions of finding jobs and establishing partnerships outside Romania. The paper will analyse the existing textbooks together with the teaching strategies they adopt. Teaching English to Engineering students can intersect with domains such as psychology and cultural studies in order to teach them efficiently. Textbooks for students o...

  8. Pronunciation and phonetics a practical guide for English language teachers

    CERN Document Server

    Brown, Adam

    2014-01-01

    This engaging, succinct text is an introduction to both phonetics and phonology as applied to the teaching of pronunciation to English language learners. Section 1 selectively covers the main areas of phonetics and phonology, without going into any area in more depth than the average English language teacher requires or that the average English language teacher trainee can handle. Section 2 focuses on practical issues related to learners and how they learn languages, and what represents good practice in terms of classroom activities for pronunciation—including aspects such as targets, motiva

  9. TEACHING WRITING IN ENGLISH AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    I Made Purna Wijaya

    2015-11-01

    Full Text Available This article aims at describing about teaching writing in English as a foreign Language. The reasons for teaching writing to students of English as a Foreign language include reinforcement, language development, learning style and the most importantly, writing as skill in its own right. Like many other aspects of English language teaching, the type of writing that students should do, will depend on their age, interest and level. These include writing post cards, letters of various kinds, filling in forms such as job applications, writing narrative compositions, report, newspaper and magazine article. The result showed that the students’ success of writing such matters absolutely depend on their motivations.

  10. Unscrambling jumbled sentences: An authentic task for English language assessment?

    Directory of Open Access Journals (Sweden)

    Betty Lanteigne

    2017-06-01

    Full Text Available Jumbled sentence items in language assessment have been criticized by some authors as inauthentic. However, unscrambling jumbled sentences is a common occurrence in real-world communication in English as a lingua franca. Naturalistic inquiry identified 54 instances of jumbled sentence use in daily life in Dubai/Sharjah, where English is widely used as a lingua franca. Thus it is seen that jumbled sentence test items can reflect real-world language use. To evaluate scrambled sentence test items, eight test item types developed from one jumbled sentence instance (“Want taxi Dubai you?” were analyzed in terms of interactivity and authenticity. Items ranged from being completely decontextualized, non-interactive, and inauthentic to being fully contextualized, interactive, and authentic. To determine appropriate assessment standards for English tests in schools in this region, the English language standards for schools and English language requirements for university admission in the UAE were analyzed. Schools in Dubai/Sharjah use Inner Circle English varieties of English (e.g., British or American English as the standard for evaluation, as well as non-native-English-speaker varieties (e.g., Indian English(es. Also, students applying to English-medium universities in the UAE must meet the required scores on standardized English tests including the IELTS and TOEFL. Standards for evaluation of communication in English involving tasks of jumbled sentences in classroom tests must reflect the language learning goals of the school and community. Thus standards for classroom assessment of English in Dubai/Sharjah are determined by local schools’ and universities’ policies.

  11. Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

    Science.gov (United States)

    Ferlis, Emily; Xu, Yaoying

    2016-01-01

    This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi's (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based…

  12. 3rd grade English language learners making sense of sound

    Science.gov (United States)

    Suarez, Enrique; Otero, Valerie

    2013-01-01

    Despite the extensive body of research that supports scientific inquiry and argumentation as cornerstones of physics learning, these strategies continue to be virtually absent in most classrooms, especially those that involve students who are learning English as a second language. This study presents results from an investigation of 3rd grade students' discourse about how length and tension affect the sound produced by a string. These students came from a variety of language backgrounds, and all were learning English as a second language. Our results demonstrate varying levels, and uses, of experiential, imaginative, and mechanistic reasoning strategies. Using specific examples from students' discourse, we will demonstrate some of the productive aspects of working within multiple language frameworks for making sense of physics. Conjectures will be made about how to utilize physics as a context for English Language Learners to further conceptual understanding, while developing their competence in the English language.

  13. Solutions to academic failure: The cognitive and cultural realities ofEnglish as the medium of instruction among black learners

    Directory of Open Access Journals (Sweden)

    R. Gamaroff

    2013-02-01

    Full Text Available In South Africa, black learners who are speakers of Bantu languages have to use a second language, namely English, as the medium of instruction from Std 3 onwards. The differences between English language-culture and Bantu languages-culture(s have generated a host of problems (and pseudo-problems?, where the main problem is academic failure. Three solutions to academic failure are discussed in the light of cultural and cognitive factors in multicultural education: 1. The use of the mother tongue as the exclusive medium of instruction 2. Critical Language Study (CLS and People's English 3. The separation of high ability learners from limited ability learners in the teaching situation. It is emphasised that culture is closely connected to a symbolic system, and thus an understanding of cognitive processes in academic learning requires an understanding of culture, and vice versa. Ultimately, of primary importance in academic study are the cognitive underpinnings of Cognitive Academic Language Proficiency (CALP developed in the first language. In Suid-Afrika word swart leerders wie se moedertaal een van die Afrika tale is, tans vanaf st. 3 in 'n tweede taal, naamlik Engels, onderrig. As gevolg van die verskille tussen die Engelse taalkultuur en die taalkulture van die A.frika tale het daar 'n groot aantal probleme (en pseudoprobleme? ontstaan, waarvan akademiese mislukking die belangrikste is. Drie oplossings vir hierdie akademiese mislukking word bespreek aan die hand van kulturele en kognitiewe faktore in multikulturele onderwys: 1. Die gebruik van die moedertaal as eksklusiewe medium van onderrig 2. "Critical Language Study" (CLS en "People's English" 3. Die afsonderlike hantering van hoogsbegaafde en minder begaafde leerlinge. Dit moet beklemtoon word dat kultuur nouverwant is aan 'n simbolesisteem. Gevolglik is 'n be grip van die kognitiewe prosesse betrokke by akademiese leer 'n voorvereiste vir 'n be grip van kultuur, en omgekeerd. Vera

  14. English Language Teaching: phonetics, phonology and auditory processing contributions.

    Science.gov (United States)

    Araújo, Letícia Maria Martins; Feniman, Mariza Ribeiro; Carvalho, Fernanda Ribeiro Pinto de; Lopes-Herrera, Simone Aparecida

    2010-01-01

    interrelation of phonetics, phonology and auditory processing in English Language Teaching. to determine whether prior contact with English phonetics favors general learning of this language (L2), i.e. second language, in Portuguese speakers; to verify performance of these individuals in an auditory processing test prior to and after being taught L2. participants of the study were eight college students who had only studied English in high school. These participants were divided into two groups: control group - were only enrolled in English classes; experimental group - were enrolled in English phonetic classes prior to their enrollment in English classes. Participants were submitted to an auditory processing test and to an oral test in English (Oral Test) prior to and after the classes. Data were analyzed in the same way, i.e. prior to and after the classes. these were expressed statistically by T-Student's test. Analyses indicated no difference in performance between groups. Scores indicated better performance of the control group for answering questions in English in the Oral Test. The experimental group had better performance in the auditory processing test after being enrolled to English phonetic classes and English course. prior basic knowledge of English did not enhance general learning (improvement in pronunciation) of the second language, however, it improved the ability of temporal processing in the used test.

  15. Understanding Translanguaging Practices through a Biliteracy Continua Framework: Adult Biliterates Reading Academic Texts in Their Two Languages

    Science.gov (United States)

    Kwon, Hyun Joo; Schallert, Diane L.

    2016-01-01

    Ten adult readers, advanced in their control of two languages, Korean and English, were recruited for a study of academic literacy practices to examine the various linguistic repertoires on which they drew. Analysis of their language use revealed many instances of "translanguaging," that is, a flexible reliance on two languages to serve…

  16. Facilitating vocabulary acquisition of young English language learners.

    Science.gov (United States)

    Lugo-Neris, Mirza J; Jackson, Carla Wood; Goldstein, Howard

    2010-07-01

    This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language characteristics. Twenty-two Spanish-speaking children learning English (ages 4-6) who participated in a summer education program for migrant families were randomly assigned to receive 2 weeks of each instruction: (a) word expansions in English or (b) English readings with word expansions in Spanish. Researcher-created measures of target vocabulary were administered, as were English and Spanish standardized measures of language proficiency and vocabulary. Results revealed significant improvement in naming, receptive knowledge, and expressive definitions for those children who received Spanish bridging. Spanish expansions produced the greatest gains in the children's use of expressive definitions. Initial language proficiency in both languages was found to affect participants' gains from intervention, as those with limited skills in both languages showed significantly less vocabulary growth than those with strong skills in Spanish. Additional benefits to using Spanish expansions in vocabulary instruction were observed. Future research should explore additional ways of enhancing the vocabulary growth of children with limited skills in both languages in order to support and strengthen the child's first language and promote second language acquisition.

  17. An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction

    Science.gov (United States)

    Litzenberg, Jason

    2013-01-01

    English has become the default language of global communication, and users around the world are adapting the traditional standards of grammar and interaction. It is imperative that teachers of English keep pace with these changing conceptualizations of the language as well as the changing expectations of its users so that they can best prepare…

  18. Use and Impact of English-Language Learner Assessment in Arizona

    Science.gov (United States)

    Lawton, Stephen B.

    2009-01-01

    The Arizona English-Language Learner Assessment (AZELLA) is the backbone of Arizona's new English-language learner (ELL) policy in that it is used to assess students' English-language proficiency in order to place them into groups for English-language instruction and to determine when they have become proficient in English. This paper evaluates a…

  19. A Language without Borders: English Slang and Bulgarian Learners of English

    Science.gov (United States)

    Charkova, Krassimira D.

    2007-01-01

    This study investigated the acquisition of English slang in a foreign language context. The participants were 101 Bulgarian learners of English, 58 high school students, and 43 university students. The instrument included knowledge tests of English slang terms and questions about attitudes, sources, reasons, and methods employed in learning…

  20. English Language Teachers' Perceptions on Knowing and Applying Contemporary Language Teaching Techniques

    Science.gov (United States)

    Sucuoglu, Esen

    2017-01-01

    The aim of this study is to determine the perceptions of English language teachers teaching at a preparatory school in relation to their knowing and applying contemporary language teaching techniques in their lessons. An investigation was conducted of 21 English language teachers at a preparatory school in North Cyprus. The SPSS statistical…

  1. The Effect of Cultural Background Knowledge on Learning English Language

    Directory of Open Access Journals (Sweden)

    Dr. Ibrahim

    2013-12-01

    Full Text Available This study aims to investigate the effect of cultural background knowledge on learning English Language. It also aims to investigate if there are significant differences between subjects' performance in reading comprehension according to sex and general ability in English (GAE. The study aims at answering the following questions: 1 . To what extent is the effect of cultural background knowledge on subjects' performance in reading comprehension? 2 . What is the difference in performance in reading comprehension between male and female subjects who have cultural background knowledge and those who do not have any knowledge? 3. What is the differenc e between subjects' performance in reading comprehension texts which are loaded with American culture and their general ability in English. ? The population of th is study consisted of all first - year students majoring in English at Hebron University in th e first semester of the academic year 2011/2012. They were 600. The sample of the study consisted of 60 subjects, males and females divided into four groups, two experimental and two controlled. The researcher followed the experimental method. Means, stand ard deviations and Pearson Product Moment Correlation were calculated by using SPSS program. The study revealed the following results: 1. There are statistically significant differences in performance in reading comprehension between subjects who have cu ltural background knowledge and those who do not have any knowledge . 2 . There are no statistically significant differences in performance in reading comprehension between male and female subjects who have cultural background knowledge and those who do not have any knowledge. 3. Subjects' GAE revealed that there are significant differences in performance in reading comprehension between subjects who have cultural background knowledge and those who do not have any knowledge. In the light of the results of th e study, the researcher recommends the

  2. Removing obstacles for African American English-speaking children through greater understanding of language difference.

    Science.gov (United States)

    Pearson, Barbara Zurer; Conner, Tracy; Jackson, Janice E

    2013-01-01

    Language difference among speakers of African American English (AAE) has often been considered language deficit, based on a lack of understanding about the AAE variety. Following Labov (1972), Wolfram (1969), Green (2002, 2011), and others, we define AAE as a complex rule-governed linguistic system and briefly discuss language structures that it shares with general American English (GAE) and others that are unique to AAE. We suggest ways in which mistaken ideas about the language variety add to children's difficulties in learning the mainstream dialect and, in effect, deny them the benefits of their educational programs. We propose that a linguistically informed approach that highlights correspondences between AAE and the mainstream dialect and trains students and teachers to understand language varieties at a metalinguistic level creates environments that support the academic achievement of AAE-speaking students. Finally, we present 3 program types that are recommended for helping students achieve the skills they need to be successful in multiple linguistic environments.

  3. Would There Be One Standard English as the Global Language?

    Directory of Open Access Journals (Sweden)

    Ienneke Indra Dewi

    2010-04-01

    Full Text Available Article intends to investigate whether there is the possibility of having English as a global language used all over the world with one variety only. One variety of English will reduce the miscommunication among people speaking English. The research was conducted by library research by looking at the requirements of a global language, its spread in the world, and the related problems. The results show that English has fulfilled the requirements of a global language looking from its history and the spread of its speakers. However, it has a lot of varieties in either English speaking countries or in the developing countries where English functions as a second and foreign language. The varieties are found not only in the pronunciation, but in the vocabulary and grammar as well. Usually the native languages play an important role in these varieties. All these facts indicate that English might become a global language. However, having one variety of English still needs a long time to go.

  4. Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners

    Science.gov (United States)

    Cavanaugh, Gary Scott

    2017-01-01

    Research affirmed that instructional strategies that promote English Language Learners' (ELLs) Academic Language Proficiency (ALP) are essential in the primary grades for ELLs to succeed in school. This quantitative causal-comparative study relied on the premise of Vygotsky's sociocultural theory and addressed to what extent Balanced Math…

  5. Secondary Mathematics Teachers' Beliefs, Attitudes, Knowledge Base, and Practices in Meeting the Needs of English Language Learners

    Science.gov (United States)

    Gann, Linda

    2013-01-01

    The research centered on secondary mathematics teachers' beliefs, attitudes, knowledge base, and practices in meeting the academic and language needs of English language learners. Using socio-cultural theory and social practice theory to frame the study, the research design employed a mixed methods approach incorporating self-reported surveys,…

  6. Argumentative Features of International English Language Testing System (IELTS) Essays: A Rhetorical Analysis on Successful Exam Essays

    Science.gov (United States)

    Ananda, Ririn Putra; Arsyad, Safnil; Dharmayana, I Wayan

    2018-01-01

    An argument in academic writing is an essential element; it is used to convince readers that the writer's opinion or claim can be acceptable. However, this may be problematic for university students or new writers especially when writing in a language other than their first language such as Indonesians who take an international English writing…

  7. Communication Strategies in English as a Second Language (ESL) Context

    Science.gov (United States)

    Putri, Lidya Ayuni

    2013-01-01

    Communication is important for people around the world. People try to communicate to other people around the globe using language. In understanding the differences of some languages around the world, people need to learn the language of other people they try to communicate with, for example Indonesian people learn to acquire English. In the…

  8. The English Language as a Panacea for National Integration ...

    African Journals Online (AJOL)

    If these social interactions are to yield positive and visible results, culminating in growth and development of the individuals and the nation in general, they must be done via a language devoid of mutual suspicion, distrust, hatred and insecurity. To this extent, the English language, which is the only language in Nigeria that ...

  9. Ethics in Language: The Case from World Englishes.

    Science.gov (United States)

    Dhillon, Pradeep A.

    2003-01-01

    Discusses the significance of a Wittgensteinian approach to the ethics of language for world Englishes. Focuses on the role of metaphysics in the ethics of language and on the significance of context in the moral use of language. Argues that morality lies not only in its content but also in its use. (Author/VWL)

  10. Introducing English language a resource book for students

    CERN Document Server

    Mullany, Louise

    2015-01-01

    Routledge English Language Introductions cover core areas of language study and are one-stop resources for students. Assuming no prior knowledge, books in the series offer an accessible overview of the subject, with activities, study questions, sample analyses, commentaries and key readings – all in the same volume. The innovative and flexible ‘two-dimensional’ structure is built around four sections – introduction, development, exploration and extension – which offer self-contained stages for study. Each topic can also be read across these sections, enabling the reader to build gradually on the knowledge gained. Introducing English Language: is the foundational book in the Routledge English Language Introductions series, providing an accessible introduction to the English language contains newly expanded coverage of morphology, updated and revised exercises, and an extended Further Reading section comprehensively covers key disciplines of linguistics such as historical linguistics, s...

  11. THE BASIC SPECIFICITY OF THE ABILITY OF VARIED ENGLISH LANGUAGE CURRICULUMS TO ENHANCE ENGLISH LEARNERS' CAPACITY TO DEVELOP NECESSARY SKILLS TO COMMUNICATE USING THE ENGLISH LANGUAGE

    OpenAIRE

    Michael Wayne Hendershot; Nutprapha K. Dennis; Suchada Chaiwiwattrakul; Ratirot Phiphitphakdee

    2017-01-01

    Inasmuch as the goal of teaching English to non-native English speakers should be focused on enhancing English learners’ ability to develop skills necessary for efficient and effective use of the English language in communication within their daily lives as well as within the context of educational, employment, governmental, and business related issues, the materials and resources used by the teacher to provide said English learners with enhanced ability to develop necessary skills for the us...

  12. Phonology in English language teaching an international approach

    CERN Document Server

    Pennington, Martha C

    2014-01-01

    Phonology in English Language Teaching is an introductory text, specifically directed at the needs of language teachers internationally. Combining an overview of English phonology with structured practical guidance, this text shows how phonology can be applied in the classroom.An introductory chapter provides the philosophical framework, followed by separate chapters on the phonology of consonants, vowels and prosody. As well as presenting core material on English phonology, the book explores the relationship of orthography to the English sound system from a historical and a pre

  13. Different approaches to teaching English as a second language

    OpenAIRE

    Muñoz Pedraza, Mario

    2016-01-01

    Nowadays teaching and learning English as a second language is becoming more important than ever. This emphasis is due, to some extent, to the lack of work vacancies in Spain and the necessity of Spanish people to learn the English language properly. Having the ability to speak and understand the English language at a good level is thought of as beneficial as a way of either improving an individual’s curriculum with a qualification or certificate, or simply as a way of aiding that individual ...

  14. Botswana English: Implications for English Language Teaching and Assessment

    Science.gov (United States)

    Alimi, Modupe

    2011-01-01

    Concerted efforts to characterise Botswana English (BE), though still referred to as "a variety in development", have validated its existence. However, the teaching and assessment of English in the high schools do not seem to have responded to the development of this variety. This paper discusses the viability of using Standard British…

  15. Teaching English Grammar Through Communicative Language Teaching Approach

    Institute of Scientific and Technical Information of China (English)

    王玮

    2013-01-01

    Grammar is an important part of language learning. In order for students to have a functional knowledge of a language (in other words, that they can spontaneously produce language) they must have at least some knowledge about the grammatical con⁃structs of the language in question. How grammar can be taught? Considering various second language teaching methods, teaching grammar through Communicative Language Teaching Approach is the most talked. Emphasis in this article is put on the applica⁃tion of Communicative Language Teaching Approach in grammar teaching in college English classes.

  16. Investigating the Language Demands in the Common Core State Standards for English Language Learners: A Comparison Study of Standards

    Science.gov (United States)

    Wolf, Mikyung Kim; Wang, Yuan; Huang, Becky H.; Blood, Ian

    2014-01-01

    This study reports on a critical review of the language demands contained in the Common Core State Standards for English language arts (CCSS-ELA) with the aim of deriving important implications for the instruction of English language learners. The language demands of the CCSS-ELA were compared with those of existing English language arts (ELA) and…

  17. English and Chinese languages as weighted complex networks

    Science.gov (United States)

    Sheng, Long; Li, Chunguang

    2009-06-01

    In this paper, we analyze statistical properties of English and Chinese written human language within the framework of weighted complex networks. The two language networks are based on an English novel and a Chinese biography, respectively, and both of the networks are constructed in the same way. By comparing the intensity and density of connections between the two networks, we find that high weight connections in Chinese language networks prevail more than those in English language networks. Furthermore, some of the topological and weighted quantities are compared. The results display some differences in the structural organizations between the two language networks. These observations indicate that the two languages may have different linguistic mechanisms and different combinatorial natures.

  18. Aesthetic Study on English Advertising Language

    Institute of Scientific and Technical Information of China (English)

    孙重阳

    2017-01-01

    With the rapid development of economy as well as science and technology, advertisements have become a part of people's life, which can be seen at nearly every corner around the world, TV, bus, cinema, shop, or even the clothes we wear, from which we can see a variety of advertisements. Advertisements are adopted to attract customers' attention to a certain product, aiming to convince consumers and persuade them to spend their money on the goods. Advertisers are trying to gain more profits from customers, so they create some forms of advertising, like sound, video, and even in the movie or inviting some celebrity to do advertising through his or her influence on the public. Thus, there is no doubt that advertising is an essential factor for sales promotion in the modern society. So far, there have been a number of studies on advertising, such as, the cooperative principle in advertising, the perspective of semiotics in advertising, etc. However, this thesis focuses on the study of aesthetics on English advertising language.

  19. Tense Marking in the English Narrative Retells of Dual Language Preschoolers.

    Science.gov (United States)

    Gusewski, Svenja; Rojas, Raúl

    2017-07-26

    This longitudinal study investigated the emergence of English tense marking in young (Spanish-English) dual language learners (DLLs) over 4 consecutive academic semesters, addressing the need for longitudinal data on typical acquisition trajectories of English in DLL preschoolers. Language sample analysis was conducted on 139 English narrative retells elicited from 39 preschool-age (Spanish-English) DLLs (range = 39-65 months). Growth curve models captured within- and between-individual change in tense-marking accuracy over time. Tense-marking accuracy was indexed by the finite verb morphology composite and by 2 specifically developed adaptations. Individual tense markers were systematically described in terms of overall accuracy and specific error patterns. Tense-marking accuracy exhibited significant growth over time for each composite. Initially, irregular past-tense accuracy was higher than regular past-tense accuracy; over time, however, regular past-tense marking outpaced accuracy on irregular verbs. These findings suggest that young DLLs can achieve high tense-marking accuracy assuming 2 years of immersive exposure to English. Monitoring the growth in tense-marking accuracy over time and considering productive tense-marking errors as partially correct more precisely captured the emergence of English tense marking in this population with highly variable expressive language skills. https://doi.org/10.23641/asha.5176942.

  20. Commentary: Motivation for Learning Languages Other than English in an English-Dominant World

    Science.gov (United States)

    Duff, Patricia A.

    2017-01-01

    The majority of recent research on language learning motivation has reportedly focused on English as a target language, typically in relatively homogeneous, secondary and postsecondary "foreign language" settings. How applicable, then, are the theories and findings undergirding that research to our understanding of the contemporary…

  1. The Old English Language of Fear

    Science.gov (United States)

    Carlson, Erik A.

    2012-01-01

    This dissertation examines the development of the Old English vocabulary for fear under the influence of the Latinate discourse of Christian doctrine. The first chapter arranges the Old English words for fear into etymologically organized families and describes their incidence and usage across attested corpus of Old English, using the Dictionary…

  2. Students of Today Changing English Language Studies of Yesterday

    Directory of Open Access Journals (Sweden)

    Irena Vodopija-Krstanović

    2015-12-01

    Full Text Available In recent times, concern has been expressed as to whether English Language Studies are in tune with the wider social, political, technological and economic trends, and the latest developments in applied linguistics and English language education. In line with these views, the aim of this study is to explore – by means of interviews with 25 English majors from the University of Rijeka – the students’ expectations with respect to the skills and competencies (to be developed in their course of English studies, their relevance to the job market, as well as the teaching approaches and methods used to reach these learning outcomes. By comparing and contrasting the emerging educational trends triggered by the Bologna Process with primary data collected in our interviews, we focus on the implications that our results might have in terms of introducing changes to traditional English Language Studies educational paradigms.

  3. Mutual Word Borrowings between the English and the Spanish Languages

    Directory of Open Access Journals (Sweden)

    Aliya Rinatovna Ismagilova

    2017-09-01

    Full Text Available The contemporary world witnesses growing popularity of foreign languages learning and their role in the modern society. The article is devoted to the problem of mutual borrowings from English and Spanish languages. The aim of the article is to investigate new tendencies in the English words borrowings, their establishment in the Spanish language and the other way round. The Spanish language is one of the most widespread languages in the world and it is a native language for different nationalities. On the other hand, English has borrowed quite a lot of Spanish words as well. The mutual enrichment of the languages makes the process of language teaching specific and it is important in the modern process of globalization where languages are the main resource of international cooperation. The article contains both theoretical and practical materials dedicated to the investigation of this problem. This article may be useful for a wide range of readers, students, scientists, linguists in the study of modern Spanish and English languages.

  4. Communication Strategies in English as a Second Language (ESL Context

    Directory of Open Access Journals (Sweden)

    Lidya Ayuni Putri

    2013-01-01

    Full Text Available Communication is important for people around the world. People try to communicate to other people around the globe using language. In understanding the differences of some languages around the world, people need to learn the language of other people they try to communicate with, for example Indonesian people learn to acquire English. In the context that English in Indonesia is considered as a foreign language, it causes the learners of English in Indonesia understand not only the language but also the culture. Foreign language learners may encounter various communication problems when their interlanguage is limited. In order to convey their messages and remain in a conversation until their communication goal is achieved, ESL (English as a Second Language learners need to employ communication strategies, which have been defined generally as devices used by second language learners to overcome perceived barriers to achieving specific communication goals (Færch & Kasper, 1983. In order to avoid certain miscommunication, the teacher of English in Indonesia should also give their learners the understanding of communication strategies.

  5. Understanding the Academic Procrastination Attitude of Language Learners in Turkish Universities

    Science.gov (United States)

    Bekleyen, Nilüfer

    2017-01-01

    The prevalence of academic procrastination has long been the subject of attention among researchers. However, there is still a paucity of studies examining language learners since most of the studies focus on similar participants such as psychology students. The present study was conducted among students trying to learn English in the first year…

  6. Double Threshold in bi- and multilingual contexts: Preconditions for positive language influence in English as an additional language

    Directory of Open Access Journals (Sweden)

    Simone eLechner

    2014-06-01

    Full Text Available Bi- and multilingualism has been shown to have positive effects on the attainment of third and additional lan-guages. These effects, however, depend on the type of bi- and multilingualism and the status of the languages involved (Cenoz 2003; Jessner 2006. In this explorative trend study, we revisit Cummins’ Threshold Hypothesis (1979, claiming that bilingual children must reach certain levels of attainment in order to a avoid academic deficits and b allow bilingualism to have a positive effect on their cognitive development and academic attain-ment. To this end, we examine the attainment of English as an academic language of 16-year-old school children from Hamburg (n=52. Our findings support the existence of thresholds for literacy attainment. We argue that language external factors may override positive effects of bilingualism. In addition, these factors may compensate negative effects attributable to low literacy attainment in German and the heritage languages. We also show that low attainment levels in migrant children’s heritage languages preempt high literacy attainment in additional languages.

  7. A Development English Language Learning Management Strategies Model to Enhance Communicative Competence for High School Students

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    Thitiya Ruennakarn

    2017-09-01

    Full Text Available The objectives for this research are to 1 build a development English language learning management strategies model to enhance communicative competence for high school students 2 study the results of using the model. A target group is seven English teachers in Pibulwittayalai School and the sample for studying the results of model to students are ten English club students in Pibulwittayalai School.The research tools are focus group discussion forms, communication plans, English skills evaluation forms, communicative competence test, communicative competence evaluation forms and 21st century skills evaluation forms. This model is examined by connoisseurship.The statistics for analyzing data are frequency, percentage, mean, standard deviation and Wilcoxon test. The results of the research were as follows: 1. The development English language learning management strategies model to enhance communicative competence for high school students had4components ; 1 SWOT–Analysis, 2 strategy development, 3 strategy assessment and 4 strategy adjustment.This model had 6 strategies such as 1 genius academic strategy 2 English through AEC 3 English through World Class 4 enhancing for genius academic in communication with foreigners 5 enhancing English through world class standard and 6 enhancing for potential in English skills learning through world class standard. These were merged as only one strategy as “ Development of students’ potential for communication”. 2. The results of using the model comprised of 2.1 The results to teachers were teachers could analyze SWOT- analysis for determining strength, weakness,opportunity and threat about English language learning management, received guideline and could appropriately and efficiently construct strategies of English language learning management to enhance communicative competence. 2.2 The results to students: The students had 4 English skills, such as listening,speaking, reading and writing. It was

  8. Bridging the language gap: Exploring science teachers' dual role as teachers of content and English literacy

    Science.gov (United States)

    Arnold, Suzanne C.

    Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction (Cornell, 1995). Most teachers receive little or no preparation in how to work with English language learners. In my study, I address the instructional issues confronting three white, monolingual English-speaking middle school science teachers who must meet the demands of an increasing English language learner population. Specifically, this study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I also explore the relationships that exist between these two dynamics in an effort to determine the extent to which teachers take on a dual role as teachers promoting English language and science proficiency. Using a participant observation case study method and my adaptation of Schwab's commonplaces heuristic, I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English language learners science and English literacy skills. The findings suggest that greater attention be given to helping teachers establish a relationship-driven classroom milieu. You can provide all kinds of courses or professional learning experiences to improve teachers' instructional practices, but they must also recognize the importance of establishing relationships with their students; the coursework they take will not supplant the need to foster a warm and safe environment for all

  9. English language education in Jordan: Some recent trends and challenges

    Directory of Open Access Journals (Sweden)

    Mohammad Madallh Alhabahba

    2016-12-01

    Full Text Available The purpose of this paper is to map out the status of English language teaching (ELT as practised in the Arab World and, specifically, in Jordan today. The study also aims to bring into focus significant issues that need to be addressed in ELT in the Arab World. This paper presents a review of the current status of English language education, with an emphasis on the need for urgent reforms in the teaching of English in the Arab World. Further, longitudinal data in respect to classroom and workplace English proficiency are presented. English language education seems to be up-to-date teacher-centred and bound to other issues such as teaching the textbook rather than focusing on developing lifelong strategies. There is a critical need for writing national standards for English language professional development programmes that should be based on the findings of sound research. The paper highlights the significance of teaching English language through observing and reviewing the current practices.

  10. Culture and English Language Teaching in the Arab World

    Science.gov (United States)

    Mahmoud, Montasser Mohamed AbdelWahab

    2015-01-01

    This article discusses the relationship between culture and English language teaching (ELT) in the Arab World. A critical question arises in terms of ELT, that is, whether to teach culture along with English. To answer such a bewildering question, this article presents related literature and studies and discusses a theoretical frame based on…

  11. Chinese Students' Attitudes toward English Language and Their ...

    African Journals Online (AJOL)

    grade Chinese students and its relationship with the English performance in order to assist teachers in making learning the English language more effective for a larger group of learners. T-test was calculated to compare the means of students ...

  12. Environmental Peace Education in Foreign Language Learners' English Grammar Lessons

    Science.gov (United States)

    Arikan, Arda

    2009-01-01

    English language teachers create contexts to teach grammar so that meaningful learning occurs. In this study, English grammar is contextualized through environmental peace education activities to raise students' awareness of global issues. Two sources provided data to evaluate the success of this instructional process. Fourth-year pre-service…

  13. Equipping Learners with Listening Strategies in English Language Classes

    Science.gov (United States)

    Seferoglu, Golge; Uzakgoren, Sedef

    2004-01-01

    This study aimed at investigating beginner level English language learners' perspectives on the listening skill with regard to several dimensions, and to find out the extent to which the learners who have been trained in listening strategies actually use them while listening. The study took place at the English Preparatory School of an English…

  14. English Language Instruction in the Philippine Basic Education Program

    Science.gov (United States)

    Vizconde, Camilla

    2006-01-01

    The study discusses the dynamics English language instruction in the Philippine basic education curriculum. Although English enjoyed immense popularity as early as 1900s during the American entry to the country, its role in Philippine education has transformed gradually as the country undergoes political, social and economic reconstruction in the…

  15. The Role of Culture in English Language Education: Key Challenges

    Science.gov (United States)

    Holliday, Adrian

    2009-01-01

    English language education is in the process of change regarding teacher identity and the ownership of English. Cultural issues are implicated in this change. Critical cosmopolitan approaches in the social sciences are critiquing the primacy of national cultures which they consider a Western imposition on the emergent identities of the Periphery.…

  16. Starting Early with English Language Learners: First Lessons from Illinois

    Science.gov (United States)

    Severns, Maggie

    2012-01-01

    In recent years, a boom in immigration and high birth rates among the foreign-born population has led to significant growth in the number of children in the United States who speak a language other than English at home. This demographic change presents a challenge to the public school system, where English proficiency is central to a child's…

  17. Making the grade: The English language test dilemma.

    Science.gov (United States)

    Trueland, Jennifer

    2017-08-02

    Hayley Purcell admits she felt apprehensive about receiving the results of a test designed to ensure she was proficient in English. After months of preparation, at a cost of several hundred pounds, the Australian had achieved a very good result overall, with 7.5 out of a possible nine in the International English Language Testing System (IELTS).

  18. Rater Judgment and English Language Speaking Proficiency. Research Report

    Science.gov (United States)

    Chalhoub-Deville, Micheline; Wigglesworth, Gillian

    2005-01-01

    The paper investigates whether there is a shared perception of speaking proficiency among raters from different English speaking countries. More specifically, this study examines whether there is a significant difference among English language learning (ELL) teachers, residing in Australia, Canada, the UK, and the USA when rating speech samples of…

  19. Comprehending Implied Meaning in English as a Foreign Language

    Science.gov (United States)

    Taguchi, Naoko

    2005-01-01

    This study investigated whether second language (L2) proficiency affects pragmatic comprehension, namely the ability to comprehend implied meaning in spoken dialogues, in terms of accuracy and speed of comprehension. Participants included 46 native English speakers at a U.S. university and 160 Japanese students of English in a college in Japan who…

  20. English loans in Swahili newspaper football language | Dzahene ...

    African Journals Online (AJOL)

    It has been inferred that to some extent some football terminologies tend to be cross-linguistic, stemming from the fact that many languages borrow football vocabulary from English. Thus within the field of football, the influence of English is significant. Football in Tanzania dates back to the 1920s and is becoming more and ...

  1. Lessons in the Korean Language and Culture for Teachers of English as a Second Language.

    Science.gov (United States)

    Kim, Chang Whan

    This language text is designed to introduce the Korean language and culture to Peace Corps trainees and volunteers who will be teachers of English as a second language to Korean students. The disciplines of language training, cross-cultural training, and TESL are combined in a single volume into one integrated curriculum. The text contains 100…

  2. Foreign Language Anxiety of Students Studying English Language and Literature: A Sample from Turkey

    Science.gov (United States)

    Elaldi, Senel

    2016-01-01

    A considerable number of foreign language learners experience a feeling of anxiety in language learning process. The purpose of this research was to find out foreign language anxiety levels of students studying in the Faculty of English Language and Literature at Cumhuriyet University, Sivas, Turkey when they were in preparatory class and when…

  3. Assessment and Intervention for English Language Learners with Primary Language Impairment: Research-Based Best Practices

    Science.gov (United States)

    Pieretti, Robert A.; Roseberry-McKibbin, Celeste

    2016-01-01

    Speech-language pathologists (SLPs) are experiencing the exciting challenge of serving increasing numbers of English Language Learners (ELLs) in U.S. schools. When ELLs struggle in school, they may be overreferred for speech-language services. SLPs are routinely expected to differentiate a language difference based on cultural, linguistic, and…

  4. Communicating with Islamic Communication and Broadcasting English Language Learners

    Directory of Open Access Journals (Sweden)

    Lina masruuroh

    2018-04-01

    Full Text Available Proper Teacher Talk (TT used in the EFL classroom contributes to the effective communication in  TEFL. Teachers who are expected to implement proper and effective teacher talk are apparently seeing this as one of the most complicated elements to be appropriately integrated in EFL class due to the different context between target language and first language and also the excessive target language exposure that is given by English teacher to the students as one of authentic learning process in the classroom. Many research focus on researching effective TT strategy in general EFL classroom, however, there is ony limited number of them that focuses on researching this concept in Islamic classroom with its Islamic culture, Islamic learners and Islamic situations. This descriptive qualitative study discussed and proposed the effective teacher talks in supporting the success of teaching english as a foreign language classroom in Islamic context. This article had anaysed the interview result from 7 English-Islamic lecturers in Islamic Broadcasting and Communication Learners (KPI major and used TT features which later focussed on its ammount, diction and questioning type under SLA theory. This article aims to explain why and what types of language of the proper communication style and strategies should be applied by the English lecturers in Islamic higher education for having the effective teacher talk to English-Islamic  learners, specifically to Islamic Broadcasting and Communication Learners, that could contribute to a professional development in English Language Teaching.

  5. Scaffolding for Second Language Writers: Producing an Academic Essay.

    Science.gov (United States)

    Cotterall, Sara; Cohen, Robin

    2003-01-01

    Describes how a group of intermediate learners of English were guided through the process of producing their first academic essays in English. The approach applied the concept of scaffolding to the academic writing process by proving flexible support for the learners throughout the writing of their essays. (Author/VWL)

  6. The Sounds of Picturebooks for English Language Learning

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    M. Teresa Fleta Guillén

    2017-05-01

    Full Text Available Picturebooks have long been recognised to aid language development in both first and second language acquisition. This paper investigates the relevance of the acoustic elements of picturebooks to raise phonological awareness and to fine-tune listening. In order to enhance the learners’ aural and oral skills for English language development, the paper proposes that listening to stories from picturebooks plays a most important role for raising awareness of the sound system of English in child second-language learners. To provide practical advice for teachers of young learners, this article describes the ways that picturebooks promote listening and speaking and develops criteria to select picturebooks for English instruction focusing on the acoustic elements of language.

  7. The Effectiveness of Electronic Mind Maps in Developing Academic Achievement and the Attitude towards Learning English among Primary School Students

    Science.gov (United States)

    Aljaser, Afaf M.

    2017-01-01

    The present study aimed to identify the effect of using electronic Mind Maps on the academic achievement of the fifth-grade primary female students in the English language curriculum compared to the traditional teaching method adopted in the teacher's guide. It also aimed to indicate the attitudes of the fifth-grade female students towards the use…

  8. A Case for Improved Reading Instruction for Academic English Reading Proficiency

    Directory of Open Access Journals (Sweden)

    Glenn Ole Hellekjær

    2008-06-01

    Full Text Available This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.

  9. Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners.

    Science.gov (United States)

    Bedore, Lisa M; Peña, Elizabeth D; Anaya, Jissel B; Nieto, Ricardo; Lugo-Neris, Mirza J; Baron, Alisa

    2018-04-05

    This study examines English performance on a set of 11 grammatical forms in Spanish-English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language acquisition when taking into account linguistic experience and exposure. Three hundred seventy-eight children's scores on the Bilingual English-Spanish Assessment-Middle Extension (Peña, Bedore, Gutiérrez-Clellen, Iglesias, & Goldstein, 2008) morphosyntax cloze task were analyzed by bilingual experience groups (high Spanish experience, balanced English-Spanish experience, high English experience, ability (typically developing [TD] vs. LI), and grammatical form. Classification accuracy was calculated for the forms that best differentiated TD and LI groups. Children with LI scored lower than TD children across all bilingual experience groups. There were differences by grammatical form across bilingual experience and ability groups. Children from high English experience and balanced English-Spanish experience groups could be accurately classified on the basis of all the English grammatical forms tested except for prepositions. For bilinguals with high Spanish experience, it was possible to rule out LI on the basis of grammatical production but not rule in LI. It is possible to accurately identify LI in English language learners once they use English 40% of the time or more. However, for children with high Spanish experience, more information about development and patterns of impairment is needed to positively identify LI.

  10. Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners

    Science.gov (United States)

    Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren

    2014-01-01

    This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy…

  11. THE ROLE OF NON-NATIVE ENGLISH SPEAKER TEACHERS IN ENGLISH LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Lutfi Ashar Mauludin

    2017-04-01

    Full Text Available Native-English Speaker Teachers (NESTs and Non-Native English Speaker Teachers (NNESTs have their own advantages and disadvantages. However, for English Language Learners (ELLs, NNESTs have more advantages in helping students to acquire English skills. At least there are three factors that can only be performed by NNESTs in English Language Learning. The factors are knowledge of the subject, effective communication, and understanding students‘ difficulties/needs. The NNESTs can effectively provide the clear explanation of knowledge of the language because they are supported by the same background and culture. NNESTs also can communicate with the students with all levels effectively. The use of L1 is effective to help students building their knowledge. Finally, NNESTs can provide the objectives and materials that are suitable with the needs of the students.

  12. Foreign language education: Principles of teaching English to adults at commercial language schools and centers

    Directory of Open Access Journals (Sweden)

    Oleg Tarnopolsky

    2016-12-01

    Full Text Available The ever-increasing spread of English as the language of global communication leads to ever-increasing demand for learning it among adult populations of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they have no other choice but to go and learn it at courses offered by numerous commercial language schools and centers. In post-Communist countries, such as Ukraine, commercial language schools and centers are responsible for English language training of the majority of adults learning that language after their secondary or tertiary school studies. They also serve the needs of many high and higher schools’ students who, due to various reasons, are not satisfied with learning English at their educational institutions. However, despite the importance and spread of this specific type of language education, its pedagogical and methodological foundations have hardly been developed at all. The present article is an attempt of partly filling this gap in pedagogy and methodology of English language education in non-English-speaking countries. The paper develops some theoretical underpinnings of that kind of education in the form of six principles underlying the organization of commercial English language courses, formulating their goals, selecting the learning contents, and choosing the methods of teaching and learning. The practical consequences of adopting the six suggested principles are outlined.

  13. The Development of English as a Second Language With and Without Specific Language Impairment: Clinical Implications.

    Science.gov (United States)

    Paradis, Johanne

    2016-02-01

    The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of ELLs is organized around 3 topics: timeframe and characteristics of typical English L2 development, comparison of the English L2 development of children with and without specific language impairment (SLI), and strategies for more effective assessment with ELLs. ELLs take longer than 3 years to converge on monolingual norms and approach monolingual norms asynchronously across linguistic subdomains. Individual variation is predicted by age, first language, language learning aptitude, length of exposure to English in school, maternal education, and richness of the English environment outside school. ELLs with SLI acquire English more slowly than ELLs with typical development; their morphological and nonword repetition abilities differentiate them the most. Use of strategies such as parent questionnaires on first language development and ELL norm referencing can result in accurate discrimination of ELLs with SLI. Variability in the language abilities of ELLs presents challenges for clinical practice. Increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges.

  14. Foreign Language Education: Principles of Teaching English to Adults at Commercial Language Schools and Centers

    Science.gov (United States)

    Tarnopolsky, Oleg

    2016-01-01

    The ever-increasing spread of English as the language of global communication leads to ever-increasing demand for learning it among adult populations of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they…

  15. Assessment for English Language Education on the Programs at the Agricultural Engineering School of Madrid

    Science.gov (United States)

    Rodriguez Sinobas, Leonor; San José Martínez, Fernando; Hontoria, Kira; Adán, Angeles; Blanco, María; Calderón, Fernando; Carbonell, Victoria; Chaya, Carolina; Fondevila, Guillermo; González, Trinidad; Marín, Carmen; Mira, Sara; Molina, Antonio; Pereira, David; Quemada, Miguel; Ricote, Luis; Sánchez Monje, Rosa; Sanz, Alberto; Albir, Maria

    2014-05-01

    The convergence process among European academic degrees pursues the exchange of graduate students and the adaptation of university programs to social demand. Within the framework of the European Higher Education, European universities will need to be more competitive not only by increasing or maintaining the student enrolment, but also in their academic performance. Thus, the reinforcing of English language education within the University Programs might play an important role to reach these objectives. In this sense, a complete survey was accomplished at the Agricultural Egineering School of Madrid (ETSIA ) addressing issues such as: identification the needs for bilingual instruction at ETSIA, identification resources needed and interest and background in English language of students and professors (San José et al., 2013). The conclusions and recommendations to promote the bilingual instruction in the ETSIA, taking into account the approaches followed by other Spanish universities, are presented in this work.

  16. Do English Teaching Materials Foster Foreign Language Education Affectively?

    Science.gov (United States)

    Isik, Ali

    2018-01-01

    The paper investigates the role of English language teaching materials in the creation of a classroom atmosphere conducive to foreign language education. In this study, teachers and students were given a questionnaire and later interviewed to elicit their ideas about the materials. The data was analyzed and the responses of teachers and students…

  17. A Resource-Oriented Functional Approach to English Language Learning

    Science.gov (United States)

    Li, Jia

    2018-01-01

    This article reports on a case study that investigates the learning preferences and strategies of Chinese students learning English as a second language (ESL) in Canadian school settings. It focuses on the interaction between second language (L2) learning methods that the students have adopted from their previous learning experience in China and…

  18. Appropriate assessment of English language competency for South ...

    African Journals Online (AJOL)

    Appropriate assessment of English language competency for South African teachers-in-training. ... albeit having regard to learner attitudes and purposes. The paper concludes that using the new communicative methods of language testing with foundation phase teachers-in-training may improve classroom practice.

  19. English as a Foreign Language Spelling Development: A Longitudinal Study

    Science.gov (United States)

    Kahn-Horwitz, Janina; Sparks, Richard L.; Goldstein, Zahava

    2012-01-01

    English as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy…

  20. Words, Words, Words: Reading Shakespeare with English Language Learners

    Science.gov (United States)

    Porter, Christina

    2009-01-01

    In 2006, the author returned to school after completing the Teaching Shakespeare Institute at the Folger Library inspired with new performance-based ideas for teaching the plays. The author began to wonder about using Shakespeare as a vehicle for investigating "rich and strange" language with English Language Learners (ELLs). The author began by…

  1. Is Online Learning Suitable for All English Language Students?

    Science.gov (United States)

    Kuama, Settha; Intharaksa, Usa

    2016-01-01

    This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

  2. Enhancing English Learners' Language Development Using Wordless Picture Books

    Science.gov (United States)

    Louie, Belinda; Sierschynski, Jarek

    2015-01-01

    This article presents an approach to use wordless picture books to enhance the language development of English language learners. This approach is grounded in best practices to teach ELLs. The process starts with viewing and analyzing the visual images, engaging ELLs in discussion, and ending with students' self-authored texts. The wordless…

  3. Navigating Complexities: An Integrative Approach to English Language Teacher Education

    Science.gov (United States)

    Ryan, Phillip; Glodjo, Tyler; Hobbs, Bethany; Stargel, Victoria; Williams, Thad

    2015-01-01

    This article is an analysis of one undergraduate English language teacher education program's integrative theoretical framework that is structured around three pillars: interdisciplinarity, critical pedagogy, and teacher exploration. First, the authors survey the unique complexities of language teaching and learning. Then, they introduce this…

  4. Queer English Language Teacher Identity: A Narrative Exploration in Colombia

    Science.gov (United States)

    Lander, Roderick

    2018-01-01

    This article presents partial results of research exploring links between language teacher identity and queer identity in English language teachers working in Colombia. Three gay male teachers participated in a narrative research project framed within a poststructural perspective on identity. I conducted and recorded semi-structured interviews…

  5. English in China's Language Policies for Higher Education

    Science.gov (United States)

    Xu, Hongmei

    2012-01-01

    Taking ecological language planning and policy as its conceptual orientation and interpretive policy analysis as its methodological framework, and following an embedded single-case study design, this study explores the role of English, as compared with the role of Chinese, in China's educational language planning and policy for higher education.…

  6. Transformational Theory and English as a Second Language/Dialect.

    Science.gov (United States)

    Scott, Charles T.

    Noam Chomsky's numerous criticisms of formerly well-accepted beliefs about the nature of language learning (e.g. in his review of Skinner's "Verbal Behavior") have led to a diversity of views regarding the potential application of transformational theory to the teaching of English as a second language/dialect. It seems clear, moreover, that his…

  7. Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

    Science.gov (United States)

    Burden, Joe W., Jr.; Columna, Luis; Hodge, Samuel R.; Mansilla, Patricia Martinez de la Vega

    2013-01-01

    People from diverse cultures interpret languages and gestures differently (Columna & Lieberman, 2011). It is not surprising, therefore, that communication differences may have negative implications for teachers and English language learners in K-12 physical education environments. To address this issue, we advocate preparing physical education…

  8. Psychometric Evaluation and Discussions of English Language Learners' Listening Comprehension

    Science.gov (United States)

    Seo, Daeryong; Taherbhai, Husein; Frantz, Roger

    2016-01-01

    The importance of listening in the context of English language acquisition is gaining acceptance, but its unique attributes in language performance, while substantively and qualitatively justifiable, are generally not psychometrically defined. This article psychometrically supports listening as a distinct domain among the three other domains of…

  9. Looking into Burnout Levels among English Language Instructors

    Science.gov (United States)

    Demirel, Eda Ercan; Cephe, Pasa Tevfik

    2015-01-01

    This study aims to investigate the burnout levels of English language instructors who are currently teaching at School of Foreign Languages, namely Konya Necmettin Erbakan University, Selçuk University and Gazi University, to look for the factors leading to burnout and to see if there is a relationship between their burnout levels and teaching…

  10. Applying the Flipped Classroom Model to English Language Arts Education

    Science.gov (United States)

    Young, Carl A., Ed.; Moran, Clarice M., Ed.

    2017-01-01

    The flipped classroom method, particularly when used with digital video, has recently attracted many supporters within the education field. Now more than ever, language arts educators can benefit tremendously from incorporating flipped classroom techniques into their curriculum. "Applying the Flipped Classroom Model to English Language Arts…

  11. Intercultural Communicative Competence: Exploring English Language Teachers' Beliefs and Practices

    Science.gov (United States)

    Young, Tony Johnstone; Sachdev, Itesh

    2011-01-01

    This paper reports on an investigation into the beliefs and practices of experienced teachers in the USA, UK and France relating to the application of a model of intercultural communicative competence (ICC) to English language programmes. Broadly, "intercultural" approaches to language learning and teaching are strongly advocated in both the…

  12. Patterns of Language Preference Among Bilingual (Filipino-English) Boys

    Science.gov (United States)

    Ledesma, Heloise Marie L.; Morris, Robin D.

    2005-01-01

    The pattern of language preference in a simultaneous bilingual (Filipino-English) population was examined, including changes in the pattern of preference over time. Participants were 81 Filipino boys (Mean age=6 years, 2 months) recruited from two schools in the Philippines. A language preference checklist was completed by the parents of the…

  13. Reconceptualising authenticity for English as a global language

    CERN Document Server

    Pinner, Richard S

    2016-01-01

    This book explores authenticity as it relates to second language acquisition with a focus on the instruction of English as a foreign language. It discusses the theoretical issues surrounding authenticity and presents it as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions.

  14. Reading Test Performance of English-Language Learners Using an English Dictionary.

    Science.gov (United States)

    Albus, Debra; Thurlow, Martha; Liu, Kristin; Bielinski, John

    2005-01-01

    The authors examined the effects of a simplified English dictionary accommodation on the reading-test performance of Hmong English-language learners (ELLs). Participants included a control group of 69 non-ELL students and an experimental group of 133 Hmong ELLs from 3 urban middle schools in Minnesota. In a randomized counterbalanced design, all…

  15. English Language Teacher Education Research Colloquium Who Should Be Teachers of English?

    OpenAIRE

    Yıldıran, Güzver

    2015-01-01

    The problems related to native versus non-native teachers of English are discussed. The possible lack of knowledge of the cultural background of the language to be taught by non-native teachers is juxtaposed against the transmission of values related to cultural superiority by native English speaking teachers.

  16. The Religion of Learning English in "English": A Language Educator's Reading

    Science.gov (United States)

    Gao, Xuesong

    2011-01-01

    This essay is my reading of "English," a novel based on author Wang Gang's experiences in Urumqi, Xinjiang Uyghur Autonomous Region, Northwest China during the Cultural Revolution (1966-1976). As a language educator, I was particularly interested in the way that Wang describes learning English in the novel. The essay focuses on three…

  17. Help! They Don't Speak English: Partnering Preservice Teachers with Adult English Language Learners

    Science.gov (United States)

    Hooks, Laura M.

    2008-01-01

    It is well documented that parent and family involvement in children's education correlates with success in school. The increasing number of English Language Learners in public schools has created a need for teacher educators to prepare preservice teachers to be able to work with families who have limited English. This study examined the outcomes…

  18. Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

    Science.gov (United States)

    Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa

    2013-03-01

    Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.

  19. English Language Teachers’ Efficacy Beliefs: Validation of the Instrument

    Directory of Open Access Journals (Sweden)

    Reza Rezvani

    2013-05-01

    Full Text Available Despite the vast studies on the measurement of teachers’ sense of efficacy, little has been done in the domain of Teaching English as a Foreign Language (TEFL. Hence, this study was motivated by a practical need to develop and validate a teacher efficacy questionnaire in TEFL. To this end, the questionnaire (English Language Teachers’ Efficacy Beliefs Questionnaire (ELTEBQ was developed through semi-structured interviews with English university instructors of universities in Iran and a review of relevant literature. In order to validate the instrument it was administrated to 65 English language instructors. The result of factor analysis revealed a six-factor solution with a reliability index (Cronbach’s Alpha of 0.82.

  20. A LANGUAGE DEVELOPMENT PROFILE OF A VIETNAMESE LEARNER OF ENGLISH

    Directory of Open Access Journals (Sweden)

    Rohani Rohani

    2017-04-01

    Full Text Available This paper is a case study to a Vietnamese English learner. The main objective of the study was to describe how the English of a Vietnamese student developed. Interviews were conducted in order to collect the data. The interviews were tape recorded. The recorded data provided information about the learner’s background. Additionally the data served as a sample of the learner’s spoken English. The analysis of the sample revealed that the learner made several grammatical, syntactical, and phonological errors. With a contrastive analysis theory it could be concluded that one of the factors that might have triggered the errors were the difference between English and Vietnamese language. From a personality point of view, the subject of the study showed several positive personalities that supported the development of his English as a second language.

  1. STUDENTS OF ECONOMICS’ ANXIETY TOWARDS ENGLISH LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Gulnara Faritovna Kalganova

    2016-02-01

    Full Text Available This study explores language anxiety which has shown a substantially negative impact on performance. This paper reveals four related levels of language anxiety such as communication apprehension, test anxiety, fear of negative evaluation, level of language performance, and their correlations with macro and micro social variables like age, gender, bilingual environment.A total 103 male and female English-language learners of the Economic faculty, Federal Kazan University, completed two questionnaires: a background questionnaire and the Foreign Language Classroom Anxiety Scale.The results showed that girls experience greater psychological discomfort in the process of foreign language learning; the greatest concern of students is language anxiety in test situations; first-year students as a whole are more susceptible to language anxiety.The task of a teacher is to create a favorable psychological climate in the classroom of a foreign language in order to removing barriers to development and a better perception of the subject matter.

  2. Urban school leadership for elementary science education: Meeting the needs of English Language Learners

    Science.gov (United States)

    Alarcon, Maricela H.

    Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed in this study centered on How are elementary school principals addressing the academic needs of Latino Spanish-speaking English language learners within science education? This study employed a qualitative research design to identify the factors contributing to the exemplary performance in science, as measured by the Texas Assessment of Knowledge and Skills (TAKS), for English Language Learner students in three high poverty bilingual elementary schools based on a multiple case study. As part of the data collection process, interviews were conducted with three school principals, three science academic support teachers, and two 5th grade bilingual teachers. Additionally, observations were acquired through school principal shadowing. The findings revealed four attributes necessary for effective instructional leadership in science education. First, Positive School Culture was defined as the core that linked the other three instructional leadership attributes and thus increased their effectiveness. Second, Clear Goals and Expectations were set by making science a priority and ensuring that English language learners were transitioning from Spanish to English instruction by the fifth grade. Third, Critical Resourcing involved hiring a science academic support teacher, securing a science classroom on campus, and purchasing bilingual instructional materials. Fourth, principal led and supported Collaboration in which teachers met to discuss student performance based data in addition to curriculum and instruction. These research findings are vital because by implementing these best practices of elementary school principals, educators

  3. A Directory of English Language Teaching Videos.

    Science.gov (United States)

    Falsetti, Julie, Comp.

    This third edition of the video directory updates previous editions and alphabetically lists videos, by title. It is designed to assist in the teaching of English or the training of teachers of English. Information included are format, standard, variety, use, target, level, price, duration, quality, support materials included, distributor, year…

  4. Aligning English Language Testing with Curriculum

    Science.gov (United States)

    Palacio, Marcela; Gaviria, Sandra; Brown, James Dean

    2016-01-01

    Frustrations with traditional testing led a group of teachers at the English for adults program at Universidad EAFIT (Colombia) to design tests aligned with the institutional teaching philosophy and classroom practices. This article reports on a study of an item-by-item evaluation of a series of English exams for validity and reliability in an…

  5. Standard Filipino English. Language Research Series.

    Science.gov (United States)

    Llamzon, Teodoro A.

    "Standard Filipino English" is defined in this monograph as "that type of English which educated Filipinos speak, and which is acceptable in educated Filipino circles." (This term should not be confused with the so-called "mix-mix" or "halo-halo" type of speech, which is fairly common in the Manila area, and…

  6. Iranian English for Academic Purposes (EAP) Stakeholders' Attitudes toward Using the Internet in EAP Courses for Civil Engineering Students: Promises and Challenges

    Science.gov (United States)

    Atai, Mahmood Reza; Dashtestani, Reza

    2013-01-01

    English for academic purposes (EAP) has established itself as a considerable part of English as a foreign language (EFL) instruction in Iranian universities. Considering the Internet as a major educational source in EAP reading courses, it is highly important that the stakeholders have positive attitudes toward it and be aware of promises and…

  7. Linguistic diversity and English language use in multicultural organizations

    DEFF Research Database (Denmark)

    Lauring, Jakob; Selmer, Jan

    2013-01-01

    Two great human resource management challenges face organizations in many parts of the world. The workforce is aging leaving fewer young people to take over. At the same time, globalization leads to a pressure for internationalization with great consequences for internal collaboration in many...... organizations. Accordingly, the link between employee age and language use is of increasing importance. In this study, we report on the findings of a survey using responses from 489 members of Danish multicultural organizations. We studied the effect of linguistic diversity on English language communication...... as well as the moderating effect of respondents’ age.Wefound linguistic diversity to have positive associations with the two English language communication variables. We also found age to moderate the relationship between linguistic diversity and perceived use of English language by management. Since...

  8. Whys & therefores a rational look at the English language

    CERN Document Server

    Rutherford, William

    2011-01-01

    Whys & Therefores aids the reader to arrive at generalizations for the shape of the English language: words, grammar, meaning, sound and spelling. The format adopted throughout is that of a light-hearted ongoing Socratic dialogue between a mentor and a pupil. The intended effects of such activity are: awareness of what it means to 'know' a language; reliance upon native-language intuition; discovery of what one didn't know that one already 'knows' about the language; use of ungrammaticality as an investigative tool; healthy questioning of received facts about language from so-called experts; a

  9. A Case Study of Peer Review Practices of Four Adolescent English Language Learners in Face-to-Face and Online Contexts

    Science.gov (United States)

    Vorobel, Oksana

    2013-01-01

    Peer review is a complex collaborative activity, which may engage English language learners in reading, writing, listening, and speaking and carry many potential benefits for their language learning (Hu, 2005). While many research studies focused on peer review practices of adult language learners in academic settings in the USA or abroad in…

  10. Integrating Indigenous Cultures into English Language Teaching

    Science.gov (United States)

    Barfield, Susan C.; Uzarski, Joelle

    2009-01-01

    One of the most important components of a culture is its language. With language, people not only expeditiously communicate; they also express their values, beliefs, and world views. When a language becomes extinct, a part of the cultural patrimony of humanity is lost. For linguists, this also means the loss of an opportunity for a better…

  11. Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students.

    Science.gov (United States)

    Glew, Paul J; Hillege, Sharon P; Salamonson, Yenna; Dixon, Kathleen; Good, Anthony; Lombardo, Lien

    2015-12-01

    Nursing students with English as an additional language (EAL) may underperform academically. The post-enrolment English language assessment (PELA) is used in literacy support, but its predictive validity in identifying those at risk of underperformance remains unknown. To validate a PELA, as a predictor of academic performance. Prospective survey design. The study was conducted at a university located in culturally and linguistically diverse areas of western Sydney, Australia. Commencing undergraduate nursing students who were Australian-born (n=1323, 49.6%) and born outside of Australia (n=1346, 50.4%) were recruited for this study. The 2669 (67% of 3957) participants provided consent and completed a first year nursing unit that focussed on developing literacy skills. Between 2010 and 2013, commencing students completed the PELA and English language acculturation scale (ELAS), a previously validated instrument. The grading levels of the PELA tool were: Level 1 (proficient), Level 2 (borderline), and Level 3 (poor, and requiring additional support). Participants with a PELA Level 2 or 3 were more likely to be: a) non-Australian-born (χ(2): 520.6, df: 2, pstudent (χ(2): 225.6, df: 2, pstudents who are at risk of academic underachievement. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  12. The Relationship between Second Language Acquisition Process and English Language Teaching in Indonesia

    OpenAIRE

    Pritz Hutabarat

    2016-01-01

    English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in g...

  13. AFFECTIVE ASSESSMENT IN ENGLISH LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Siti Mariam

    2017-04-01

    Full Text Available Affective aspect plays important role in man’s life, mainly in making decision, perception, interaction, communication and intelligence. A second behavior domain is the affective domain. The affective domain involves feelings, attitude, interests, preferences, values, and emotions. Emotional stability, motivation, trustworthiness, self-control, and personality are all examples of affective characteristics. Although affective behaviors are rarely assessed formally in schools and classrooms, teachers constantly assess affective behaviors informally, especially when sizing up students. Teachers need to know who can be trusted to work unsupervised and who cannot, who can maintain self-control when the teacher has to leave the classroom and who cannot, who needs to be encouraged to speak in class and who does not, who is interested in science but not in social studies, and who needs to be prodded to start class work and who does not. Most classroom teachers can describe their students’ affective characteristics based on their informal observations and interactions with the students. Statement of the Problem. a Exploration Phase. (1 Can affective aspects improve students’ achievement of English subject for university students of non-English Departments ? (2 Which affective aspects are potentially be used to improve students’ achievement of English subject for university students of non-English Department ? (3 To what extent is the affective assessment of English subject needed by English teachers of non-English Departments ? b Prototype Development Phase. (4 How should the affective assessment model of English subject for university students of non-English Departments be constructed ? (5 How high is the effectiveness of affective assessment model of English subject for university students of non – English Departments ? c Field Assessment Phase. (6 To what extent can the model of affective assessment draft be used to enhance students

  14. Academic English Socialization through Individual Networks of Practice

    Science.gov (United States)

    Zappa-Hollman, Sandra; Duff, Patricia A.

    2015-01-01

    This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP--community of practice (CoP; Lave & Wenger, 1991; Wenger,…

  15. Cognitive Academic Language Learning Approach (Project CALLA), Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OREA Report.

    Science.gov (United States)

    Lynch, Joanne

    Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in…

  16. The English as a Foreign Language / Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca

    Directory of Open Access Journals (Sweden)

    Gillian Mansfield

    2012-01-01

    Full Text Available The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities in the recognition of other varieties of English which, albeit not exploited as benchmarks for language testing and certification, must nevertheless boast a relevant place in the global scenario. This can be achieved in practical terms by interrogating an expressly made corpus of Chinese English news texts and carrying out simple concordance activities.

  17. Survey of Native English Speakers and Spanish-Speaking English Language Learners in Tertiary Introductory Statistics

    Science.gov (United States)

    Lesser, Lawrence M.; Wagler, Amy E.; Esquinca, Alberto; Valenzuela, M. Guadalupe

    2013-01-01

    The framework of linguistic register and case study research on Spanish-speaking English language learners (ELLs) learning statistics informed the construction of a quantitative instrument, the Communication, Language, And Statistics Survey (CLASS). CLASS aims to assess whether ELLs and non-ELLs approach the learning of statistics differently with…

  18. Spanish and English Early Literacy Profiles of Preschool Latino English Language Learner Children

    Science.gov (United States)

    Gonzalez, Jorge; Pollard-Durodola, Sharolyn; Saenz, Laura; Soares, Denise; Davis, Heather; Resendez, Nora; Zhu, Leina

    2016-01-01

    Research Findings: The purpose of this study was to examine within-group individual differences in the code-related and oral language abilities of an economically stressed Spanish-speaking English language learner (ELL) preschool sample and to evaluate the predictive relationship of these differences to later listening comprehension. Latent class…

  19. English Second Language, General, Special Education, and Speech/Language Personal Teacher Efficacy, English Language Arts Scientifically-Validated Intervention Practice, and Working Memory Development of English Language Learners in High and Low Performing Elementary Schools

    Science.gov (United States)

    Brown, Barbara J.

    2013-01-01

    The researcher investigated teacher factors contributing to English language arts (ELA) achievement of English language learners (ELLs) over 2 consecutive years, in high and low performing elementary schools with a Hispanic/Latino student population greater than or equal to 30 percent. These factors included personal teacher efficacy, teacher…

  20. Aligning English Language Testing With Curriculum

    OpenAIRE

    Marcela Palacio; Sandra Gaviria; James Dean Brown

    2016-01-01

    Frustrations with traditional testing led a group of teachers at the English for adults program at Universidad EAFIT (Colombia) to design tests aligned with the institutional teaching philosophy and classroom practices. This article reports on a study of an item-by-item evaluation of a series of English exams for validity and reliability in an effort to guarantee the quality of the process of test design. The study included descriptive statistics, item analysis, correlational analyses, reliab...

  1. Teaching English as a Foreign/Second Language in Nepal: Past and Present

    Science.gov (United States)

    Bista, Krishna

    2011-01-01

    In this paper, the author reviews the history of English language teaching English as a second or foreign language in schools and colleges in Nepal. Teaching English language and literature in Nepal is of about a half a decade, starting from the mid of twentieth century. English learners in Nepal do not have enough exposure to various techniques…

  2. Dirty pretty language: translation and the borders of English

    Directory of Open Access Journals (Sweden)

    Alida Payson

    2017-11-01

    Full Text Available This article analyses the politics of English, and translation into Englishness, in the film Dirty Pretty Things (Frears. With a celebrated multilingual cast, some of whom did not speak much English, the film nevertheless unfolds in English as it follows migrant characters living illegally and on the margins in London. We take up the filmic representation of migrants in the “compromised, impure and internally divided” border spaces of Britain (Gibson 694 as one of translation into the imagined nation (Anderson. Dirty Pretty Things might seem in its style to be a kind of multicultural “foreignized translation” which reflects a heteropoetics of difference (Venuti; instead, we argue that Dirty Pretty Things, through its performance of the labour of learning and speaking English, strong accents, and cultural allusions, is a kind of domesticated translation (Venuti that homogenises cultural difference into a literary, mythological English and Englishness. Prompted by new moral panics over immigration and recent UK policies that heap further requirements on migrants to speak English in order to belong to “One Nation Britain” (Cameron, we argue that the film offers insights into how the politics of British national belonging continue to be defined by conformity to a type of deserving subject, one who labours to learn English and to translate herself into narrow, recognizably English cultural forms. By attending to the subtleties of language in the film, we trace the pressure on migrants to translate themselves into the linguistic and mythological moulds of their new host society.

  3. Upholding the Malay Language and Strengthening the English Language Policy: An Education Reform

    Science.gov (United States)

    Yamat, Hamidah; Umar, Nur Farita Mustapa; Mahmood, Muhammad Ilyas

    2014-01-01

    Today's global economy and dependency on technology has led to educational reforms in Malaysia, which includes language policies; namely the Upholding the Malay Language, and Strengthening the English Language ("MBMMBI") policy. This policy underpins the project presented and discussed in this paper; on the development of a bilingual…

  4. Language Models and the Teaching of English Language to Secondary School Students in Cameroon

    Science.gov (United States)

    Ntongieh, Njwe Amah Eyovi

    2016-01-01

    This paper investigates Language models with an emphasis on an appraisal of the Competence Based Language Teaching Model (CBLT) employed in the teaching and learning of English language in Cameroon. Research endeavours at various levels combined with cumulative deficiencies experienced over the years have propelled educational policy makers to…

  5. Supporting Sociodramatic Play in Preschools to Promote Language and Literacy Skills of English Language Learners

    Science.gov (United States)

    Banerjee, Rashida; Alsalman, Amani; Alqafari, Shehana

    2016-01-01

    English language learners are often at risk for communication and language delays--crucial elements in the foundation of early literacy skills. Studies have shown that preschool children involved in sociodramatic play demonstrate greater proficiency and interest in language development and reading. The manuscript shares evidence-based strategies…

  6. The Impact of Biculturalism on Language and Literacy Development: Teaching Chinese English Language Learners

    Science.gov (United States)

    Palmer, Barbara C.; Chen, Chia-I; Chang, Sara; Leclere, Judith T.

    2006-01-01

    According to the 2000 United States Census, Americans age five and older who speak a language other than English at home grew 47 percent over the preceding decade. This group accounts for slightly less than one in five Americans (17.9%). Among the minority languages spoken in the United States, Asian-language speakers, including Chinese and other…

  7. Figurative Idiomatic Language: Strategies and Difficulties of Understanding English Idioms

    Directory of Open Access Journals (Sweden)

    Nisreen Al-Khawaldeh

    2016-11-01

    Full Text Available Learning idioms which is considered a very essential part of learning and using language (Sridhar and Karunakaran, 2013 has recently attracted a great attention of English learning researchers particularly the assessment of how well Asian language learners acquire and use idioms in communication (Tran, 2013. Understanding and using them fluently could be viewed as a sign towards language proficiency as they could be an effective way to give students better conditions to enhance their communication skills in the daily context (Beloussova, 2015. Investigating how idiomatic expressions are dealt with and processed in a second language or foreign language is an issue worth examining further since it may give language teachers a better idea of some of the strategies language learners use in order to interpret figurative language. Despite their importance, learning and using English idioms by Arab EFL learners have not been investigated extensively, and no research has been conducted on Jordanian students’ idiomatic competency. Thus, the researcher decided to work on these un-tackled issues in the Jordanian context. Most idioms-based investigations are the difficulties Jordanians learners of English face when translating them into Arabic (Hussein, Khanji, and Makhzoumi, 2000; Bataineh and Bataineh, 2002; Alrishan and Smadi, 2015. The analysis of the test showed students’ very poor idiomatic competence; particularly a very limited awareness of the most frequently used idioms despite their overwhelming desire to learn them. Data analysis of the questionnaire revealed the strategies students use and the problems they face in understanding and learning idioms.

  8. Communicative Textbooks: English Language Textbooks in Iranian Secondary School

    Directory of Open Access Journals (Sweden)

    Dahmardeh, Mahdi

    2009-01-01

    Full Text Available English language teaching materials (textbooks play an important role in many language classrooms, but recently there have been a lot of debates within the English language teaching profession based on the actual role that materials play in teaching English as a foreign language. Arguments have encompassed both the potential and the limitations of materials used for 'guiding' students through the learning processes and curriculum as well as the needs and preferences of teachers who are using the textbooks that are available. Other issues that have arisen in recent years include textbook design and practicality, methodological validity, the role of textbooks in innovation, the authenticity of materials in terms of their representation of language, communicative textbooks, and balance in presenting the language skills as well as cultural components.The purpose of this article is to report the findings of a study carried out in 2006 into how Iranian textbooks could be made more communicative. The textbooks referred to are three English language textbooks, which are currently used in Iranian Secondary Schools. Although the work has been done within Iranian context, many suggestions could be applied to other foreign/second language situations.I will start my discussion by presenting an overview about the English language teaching in Iran, before and after the revolution. This will be followed by presenting the findings of this research that would include the Iranian ELT curriculum, the questionnaire survey (author's and teachers' perspectives as well as their discomfort will be addressed as well as introducing the English language coursebooks for secondary schools in Iran (topic, progression, structure of the lessons, types of exercises etc.. I will then present a discussion on findings of this research which would be a detailed exemplary criticism and suggestions for changes to make the materials communicative.The findings of this explanatory case

  9. SYNTACTIC COMPLEXITY IN THE READING MATERIALS OF ENGLISH FOR ACADEMIC PURPOSES LEVELS 1 – 3

    Directory of Open Access Journals (Sweden)

    Widdy Wijanti

    2017-10-01

    Full Text Available LLT Journal: A Journal on Language and Language Teaching Open Journal Systems LLT Journal ISSNs: e-ISSN: 2579-9533 (electronic p-ISSN: 1410-7201 (print User Username Password Remember me Journal Content Search Search Scope Browse By Issue By Author By Title Other Journals Font Size Make font size smaller Make font size default Make font size larger LLT Journal Barcode TOOLS FULL PAPER GUIDELINES Article Tools Print this article Indexing metadata How to cite item Email this article (Login required Email the author (Login required About The Author Widdy Wijanti Sampoerna University, Jakarta Indonesia OUR CONTACT LLT Journal English Language Education Sanata Dharma University Yogyakarta, Indonesia For more details, please visit: LLT Journal Contact Address Home About Login Register Search Current Archives Author Guidelines Editorial Team Focus and Scope Publication Ethics Author Index Originality Screening Indexing and Abstracting Review Process Article Processing Charges Article Submission Charges Publishing Rights Peer Reviewers Home > Vol 20, No 2 (2017 > Wijanti SYNTACTIC COMPLEXITY IN THE READING MATERIALS OF ENGLISH FOR ACADEMIC PURPOSES LEVELS 1 – 3 Widdy Wijanti Abstract In Indonesia, English is still considered as a foreign language and has become a crucial subject of study especially in the university level. For this reason, English for Academic Purposes has been conducted in the first year of college level for many years. Unfortunately, although many Asian countries including Indonesia have run the EAP course, the output is that there are still many Indonesian students who do not meet the vocabulary size and syntactic complexity that are expected while their learning process in the university. This results lower grades that they have in their assignments. Therefore, the recent study is aimed at evaluating the reading materials of EAP, especially in measuring the syntactic complexity containing in the texts as it is strongly believed in

  10. Pre-service teacher perceptions about the use of Facebook in English language teaching

    Directory of Open Access Journals (Sweden)

    Abdulvahit Çakir

    2015-07-01

    Full Text Available This study aims to find out student teachers’ perceptions about the use of Facebook in English language teaching and their preferences on how to integrate Facebook into English classes. This study, which is based on a mixed method research, consisted of written and oral interviews with 221 student teachers in the English Language Teaching (ELT program at Gazi University during the fall semester of the academic year 2012-2013. Of the 221student teachers, 38 (18% were male and 173 (82% were female. 146 participants (69.2% were in favour of Facebook integration into English classes while 58 participants (27.5% were against and finally 7 participants (3.3% were neutral. In terms of age and level of learners, adolescents were preferred as the most appropriate age group to be taught English on Facebook; intermediate level was the mostly preferred language level to be enhanced via Facebook. Furhtermore, self -study was seen as the most important type of Facebook use. These findings show us how student teachers’ educational preferences can be changed in line with the education they receive and how they should be trained according to the current educational moves and communication tools.

  11. Teaching English as a "Second Language" in Kenya and the United States: Convergences and Divergences

    Science.gov (United States)

    Roy-Campbell, Zaline M.

    2015-01-01

    English is spoken in five countries as the native language and in numerous other countries as an official language and the language of instruction. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all domains of life of that country. In many…

  12. Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test.

    Science.gov (United States)

    Brebner, Chris; McCormack, Paul; Liow, Susan Rickard

    2016-01-01

    The phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. Speech and language therapists need to understand bilingual development for children speaking these languages in order reliably to assess and provide intervention for this population. To examine the marking of verb tense in the English of two groups of bilingual pre-schoolers learning these languages in a multilingual setting where the main educational language is English. The main research question addressed was: are there differences in the rate and pattern of acquisition of verb-tense marking for English-language 1 children compared with Mandarin-language 1 children? Spoken language samples in English from 481 English-Mandarin bilingual children were elicited using a 10-item action picture test and analysed for each child's use of verb tense markers: present progressive '-ing', regular past tense '-ed', third-person singular '-s', and irregular past tense and irregular past-participle forms. For 4-6 year olds the use of inflectional markers by the different language dominance groups was compared statistically using non-parametric tests. This study provides further evidence that bilingual language development is not the same as monolingual language development. The results show that there are very different rates and patterns of verb-tense marking in English for English-language 1 and Mandarin-language 1 children. Furthermore, they show that bilingual language development in English in Singapore is not the same as monolingual language development in English, and that there are differences in development depending on language dominance. Valid and reliable assessment of bilingual children's language skills needs to consider the characteristics of all languages spoken, obtaining accurate information on language use over time and accurately establishing language dominance is essential in order to make a

  13. Teachers' Perceptions of Language Teaching for English Language Learners

    Science.gov (United States)

    Schulz, Yoshiko

    2017-01-01

    Under the No Child Left Behind's educational accountability requirements, the U.S.'s mainstream classroom teachers were responsible for all students' academic language and content knowledge development regardless of students' academic or linguistic backgrounds. A lack of teachers' language awareness appeared to be responsible for teachers'…

  14. International English Language Testing: A Critical Response

    Science.gov (United States)

    Hall, Graham

    2010-01-01

    Uysal's article provides a research agenda for IELTS and lists numerous issues concerning the test's reliability and validity. She asks useful questions, but her analysis ignores the uncertainties inherent in all language test development and the wider social and political context of international high-stakes language testing. In this response, I…

  15. Democratizing English as an International Language.

    Science.gov (United States)

    Deneire, Marc

    The aim of this paper is threefold. The first section shows how the political uses of language engendered by both western-style liberalism on the one hand and various forms of nationalism on the other lead to the negation of democratic ideals. Because of the current international situation, political aspects of language are receiving more and more…

  16. Natural language computing an English generative grammar in Prolog

    CERN Document Server

    Dougherty, Ray C

    2013-01-01

    This book's main goal is to show readers how to use the linguistic theory of Noam Chomsky, called Universal Grammar, to represent English, French, and German on a computer using the Prolog computer language. In so doing, it presents a follow-the-dots approach to natural language processing, linguistic theory, artificial intelligence, and expert systems. The basic idea is to introduce meaningful answers to significant problems involved in representing human language data on a computer. The book offers a hands-on approach to anyone who wishes to gain a perspective on natural language

  17. Teaching English as a Language Not Subject by Employing Formative Assessment

    Science.gov (United States)

    Chandio, Muhammad Tufail; Jafferi, Saima

    2015-01-01

    English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional…

  18. English Language Teaching in Rural Areas: A Scenario and Problems and Prospects in Context of Bangladesh

    Science.gov (United States)

    Hossain, Md. Mahroof

    2016-01-01

    Language is one of the medium of expressing our ideas, feelings and emotions. And if we think about language in present world then English is one of the most used languages in the world and English is used as a second language in Bangladesh. English is introduced here at the primary level and its inclusion continues till the tertiary level of…

  19. Issues in Vertical Scaling of a K-12 English Language Proficiency Test

    Science.gov (United States)

    Kenyon, Dorry M.; MacGregor, David; Li, Dongyang; Cook, H. Gary

    2011-01-01

    One of the mandates of the No Child Left Behind Act is that states show adequate yearly progress in their English language learners' (ELLs) acquisition of English language proficiency. States are required to assess ELLs' English language proficiency annually in four language domains (listening, reading, writing, and speaking) to measure their…

  20. The English Proficiency of the Academics of the Teacher Training and Education Institutions

    Directory of Open Access Journals (Sweden)

    Ali Saukah

    2016-02-01

    Full Text Available The study is aimed at describing the general English proficiency level of the academics of Teacher Training and Education Institutions (LPTK's as indicated by their TOEFL scores. Specifically, the study is focused on finding out whether there is any difference among the academics' English proficiencies when they are grouped in terms of the geographic regions of their institutions and their fields of study. This study is also intended to reveal any possible relationship between the academics' English proficiency and their age. The results indicate that the English proficiency of the academics on the average is far below the average of that of the international students. The academics in West Java are the highest in their English proficiency, and the English group, as expected, has the best English proficiency. In addition, there is a negative correlation between English proficiency and age

  1. Clinical Natural Language Processing in languages other than English: opportunities and challenges.

    Science.gov (United States)

    Névéol, Aurélie; Dalianis, Hercules; Velupillai, Sumithra; Savova, Guergana; Zweigenbaum, Pierre

    2018-03-30

    Natural language processing applied to clinical text or aimed at a clinical outcome has been thriving in recent years. This paper offers the first broad overview of clinical Natural Language Processing (NLP) for languages other than English. Recent studies are summarized to offer insights and outline opportunities in this area. We envision three groups of intended readers: (1) NLP researchers leveraging experience gained in other languages, (2) NLP researchers faced with establishing clinical text processing in a language other than English, and (3) clinical informatics researchers and practitioners looking for resources in their languages in order to apply NLP techniques and tools to clinical practice and/or investigation. We review work in clinical NLP in languages other than English. We classify these studies into three groups: (i) studies describing the development of new NLP systems or components de novo, (ii) studies describing the adaptation of NLP architectures developed for English to another language, and (iii) studies focusing on a particular clinical application. We show the advantages and drawbacks of each method, and highlight the appropriate application context. Finally, we identify major challenges and opportunities that will affect the impact of NLP on clinical practice and public health studies in a context that encompasses English as well as other languages.

  2. Social Networking Sites (SNSs- Shifting Paradigm of English Language Usage

    Directory of Open Access Journals (Sweden)

    Hetal K. Kachhia

    2014-06-01

    Full Text Available English is the globally accepted language in various nations and professions in different varieties, but the English that has acquired a wider spectrum than all these Englishes is the English used in Social Networking Sites which has changed the scenario of English language usage due to the ease in its accessibility and the kind of flexibility of language usage. The English used in Social Networking Sites like Facebook and Twitter has changed the linguistic behaviour of the people by producing a number of acronyms like BFF, FB etc, creating new verb forms like ‘to tweet’ or nouns like ‘tweeple’ or producing many compound nouns such as ‘netiquette’, changing the meaning of traditional verbs and nouns by introducing new meanings to them, e.g. the word ‘friend’ is used to refer “someone to an online list of acquaintances”, and by making use of prefixes like ‘un’ for the purpose of conveying the meaning of negation as in ‘unlike a comment/update’ by ignoring its original prefix ‘dis’ for referring the antonym of ‘like’. By emphasizing on the aim of communication, grammar and vocabulary are put on the peripheral value in Social Networking Sites. Therefore, the focal point of this paper is to study the changes in the linguistic behaviour of the people caused by the SNSs.

  3. English Phonological Awareness in Bilinguals: A Cross-Linguistic Study of Tamil, Malay and Chinese English-Language Learners

    Science.gov (United States)

    Dixon, L. Quentin; Chuang, Hui-Kai; Quiroz, Blanca

    2012-01-01

    To test the lexical restructuring hypothesis among bilingual English-language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi-level regression analysis showed that…

  4. Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

    Science.gov (United States)

    Rodriguez, Cathi Draper; Filler, John; Higgins, Kyle

    2012-01-01

    Through this exploratory study the authors investigated the effects of primary language support delivered via computer on the English reading comprehension skills of English language learners. Participants were 28 First-grade students identified as Limited English Proficient. The primary language of all participants was Spanish. Students were…

  5. English Language Constructs Preceding Communication Effectiveness

    Directory of Open Access Journals (Sweden)

    Jenifer Raymond R. Tallungan

    2017-05-01

    Full Text Available Educational managers transport information, thoughts and attitudes through a system of verbal and nonverbal language. What differs across diverse personalities is the level of communication effectiveness which ascertains the success in the flow of messages not only at the organizational level but also in the classroom where learning takes place. This study, which aimed to disclose correlations between language constructs and communication effectiveness, puts the light to the randomly selected educational management students of a state university in Cagayan Valley. Using a language test and a questionnaire, it was revealed that the level of language proficiency of the respondents as to correct usage, presentation and writing is very satisfactory, and as to subject-verb agreement, vocabulary, reading comprehension, listening comprehension, and action research, satisfactory; while their level of communication effectiveness along using non-verbal language, transmitting messages and receiving messages is high. At 0.05 level analysis, significant correlations exist between communication effectiveness (along using nonverbal language and receiving messages and language proficiency along reading. These findings provided insights in enhancing communication in classroom management, organizational management as well as in communication management instruction..

  6. U.S. History and Modern World History Courses for English Speakers of Other Languages in Montgomery County Public Schools

    Science.gov (United States)

    Zhao, Huafang; Wade, Julie

    2014-01-01

    The Office of Shared Accountability (OSA) in Montgomery County (Maryland) Public Schools (MCPS) examined academic performance of English for Speakers of Other Languages (ESOL) students in U.S. History and Modern World History courses, as well as the course sequence in ESOL U.S. History and Modern World History. In MCPS, students who are not ESOL…

  7. The English Department in the Arab World Re-Visited: Language, Literature, or Translation? A Student's View

    Science.gov (United States)

    Al-Kharabsheh, Aladdin; Al-Azzam, Bakri; Obeidat, Marwan M.

    2009-01-01

    The remarkably prolonged controversial issue of which academic component among language, linguistics, literature and translation must be given the priority and take precedence over the other in the English departments in the Arab World during the college years has not only preoccupied a number of specialists and scholars in the field for a…

  8. An Analysis of Learners' Motivation and Attitudes toward Learning English Language at Tertiary Level in Turkish EFL Context

    Science.gov (United States)

    Genc, Zubeyde Sinem; Aydin, Fulya

    2017-01-01

    The purpose of this study is to investigate Turkish students' (n = 462) motivation and attitudes toward learning English as a foreign language at a state university in Turkey and the relation between their attitudes, motivation and the variables such as gender, parental involvement, their fields of study at university, and academic achievement. It…

  9. Achieving Standards in the English Language Arts (and More) Using The RULER Approach to Social and Emotional Learning

    Science.gov (United States)

    Rivers, Susan E.; Brackett, Marc A.

    2011-01-01

    This article introduces The RULER Approach ("RULER") to social and emotional learning, with a particular focus on its Feeling Words Curriculum. Through this curriculum, RULER contributes to the ultimate goals of an English language arts education--preparing students to achieve personal, social, and academic goals and to be engaged and contributing…

  10. English Language for the Chemical Plant.

    Science.gov (United States)

    Mercer County Community Coll., Trenton, NJ.

    This document is one of a series of student workbooks developed for workplace skill development courses or workshops by Mercer County Community College (New Jersey) and its partners. Designed for chemical plant employees, the course covers basic English speaking and writing skills needed to communicate effectively at work and outside the…

  11. English Language Teaching: Teaching of Hedges

    Directory of Open Access Journals (Sweden)

    Charles Ko

    2014-05-01

    Full Text Available A hedge is a mitigating word or sound used to lessen the impact of an utterance. It can be an adjective, for example, ‘Small potato me is not as strong as you’; or an adverb: ‘I maybe can swim faster than you’, while it can also consist of clauses, that it could be regarded as a form of euphemism which should be taught as a main topic in English class of schools around the world. For instance, in Hong Kong schools, based on my observation while teaching in a number of primary and secondary English courses as a tutor, students report that their school teachers usually emphasize the teaching of all cohesive devices in terms of skills of writing while they neglect to explain the importance of the use of hedges in order to show euphemism. In this study, I would adopt Corpus Linguistics, a division of applied linguistics, as methodology to discover a great deal of hedges employed by so-called native speakers of English, for promoting the idiomatic usage of hedges in writing, nevertheless in speaking, so as to help teachers gain resources and inspiration in teaching to students the appropriate English hedges as a consequence of the author’s hard effort while revealing from the selected corpora of this paper.

  12. Oral-diadochokinesis rates across languages: English and Hebrew norms.

    Science.gov (United States)

    Icht, Michal; Ben-David, Boaz M

    2014-01-01

    Oro-facial and speech motor control disorders represent a variety of speech and language pathologies. Early identification of such problems is important and carries clinical implications. A common and simple tool for gauging the presence and severity of speech motor control impairments is oral-diadochokinesis (oral-DDK). Surprisingly, norms for adult performance are missing from the literature. The goals of this study were: (1) to establish a norm for oral-DDK rate for (young to middle-age) adult English speakers, by collecting data from the literature (five studies, N=141); (2) to investigate the possible effect of language (and culture) on oral-DDK performance, by analyzing studies conducted in other languages (five studies, N=140), alongside the English norm; and (3) to find a new norm for adult Hebrew speakers, by testing 115 speakers. We first offer an English norm with a mean of 6.2syllables/s (SD=.8), and a lower boundary of 5.4syllables/s that can be used to indicate possible abnormality. Next, we found significant differences between four tested languages (English, Portuguese, Farsi and Greek) in oral-DDK rates. Results suggest the need to set language and culture sensitive norms for the application of the oral-DDK task world-wide. Finally, we found the oral-DDK performance for adult Hebrew speakers to be 6.4syllables/s (SD=.8), not significantly different than the English norms. This implies possible phonological similarities between English and Hebrew. We further note that no gender effects were found in our study. We recommend using oral-DDK as an important tool in the speech language pathologist's arsenal. Yet, application of this task should be done carefully, comparing individual performance to a set norm within the specific language. Readers will be able to: (1) identify the Speech-Language Pathologist assessment process using the oral-DDK task, by comparing an individual performance to the present English norm, (2) describe the impact of language

  13. Native language effects on spelling in English as a foreign language: a time-course study

    DEFF Research Database (Denmark)

    Dich, Nadya; Pedersen, Bo

    2013-01-01

    The study explores first language (L1) influences on the mechanisms of spelling in English as a foreign language (EFL). We hypothesized that the transparency of L1 orthography influences (a) the amount of hesitation associated with spelling irregular English words, and (b) the size of units EFL...... spellers operate. Participants were adult speakers of three languages differing by the degree of transparency, Danish, Russian, and Italian (n = 60), and a group of English native speakers (n = 20). We analyzed keystroke logs from typed spellings of 30 English words. The amount of hesitation (number...... of corrections and number of long within-word pauses), was equal across all participants groups, thus disconfirming our first hypothesis. Inter-key intervals between onsets and rhymes were longer than within-rhyme intervals, but only in Danes and native English speakers, and not in Russians and Italians. We...

  14. The language issue and academic performance at a South African ...

    African Journals Online (AJOL)

    Academic performance at universities in South Africa is a cause of concern. It is widely acknowledged that there are a variety of factors that contribute to poor academic performance, but language is regarded as one of the most important issues in this discussion. In this article, the relationship between language and ...

  15. Language and Academic Abilities in Children with Selective Mutism

    Science.gov (United States)

    Nowakowski, Matilda E.; Cunningham, Charles E.; McHolm, Angela E.; Evans, Mary Ann; Edison, Shannon; St. Pierre, Jeff; Boyle, Michael H.; Schmidt, Louis A.

    2009-01-01

    We examined receptive language and academic abilities in children with selective mutism (SM; n = 30; M age = 8.8 years), anxiety disorders (n = 46; M age = 9.3 years), and community controls (n = 27; M age = 7.8 years). Receptive language and academic abilities were assessed using standardized tests completed in the laboratory. We found a…

  16. Academic achievement and course taking among language minority youth in U.S. schools: Effects of ESL placement.

    Science.gov (United States)

    Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra

    2010-03-01

    The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant negative estimated effect of ESL placement on science enrollment and cumulative GPA is consistently found. Perhaps more important, however, no positive effects of ESL placement on the achievement of language minority youth are found when accounting for English proficiency and other potential covariates.

  17. ENHANCING ENGLISH LANGUAGE LEARNERS’ MOTIVATION THROUGH ONLINE GAMES

    OpenAIRE

    Nataliia V. Iaremenko

    2017-01-01

    In this article, we examine the potentials of online games which teachers can employ in order to motivate their students and summarize the positive effects of playing learning games. The study addresses the question of how gamified learning is applicable to learning English as a second language. The other research questions refer to the reasons that make language learners want to play a learning game and the influence of particular game elements onto players. All of these questions are invest...

  18. Pathways to the Oral and Written Language Competence Among Young Vietnamese English Language Learners

    OpenAIRE

    Duong, Thao Michelle

    2011-01-01

    This case study, drawing upon the ecological perspectives (Kramsch, 2002; van Lier, 2004) as a theoretical framework, described the learning experiences of two second generation and first grade Vietnamese English Language Learners navigating between home and school to develop oral and written L1 Vietnamese and L2 English competence for one school year. In the second school year, the focal students' oral and written language samples were collected without classroom observations or interviews....

  19. Aligning English Language Testing With Curriculum

    Directory of Open Access Journals (Sweden)

    Marcela Palacio

    2016-07-01

    Full Text Available Frustrations with traditional testing led a group of teachers at the English for adults program at Universidad EAFIT (Colombia to design tests aligned with the institutional teaching philosophy and classroom practices. This article reports on a study of an item-by-item evaluation of a series of English exams for validity and reliability in an effort to guarantee the quality of the process of test design. The study included descriptive statistics, item analysis, correlational analyses, reliability estimates, and validity analyses. The results show that the new tests are an excellent addition to the program and an improvement over traditional tests. Implications are discussed and recommendations given for the development of any institutional testing program.

  20. Evaluation of Malaysian English Language Teaching Textbooks

    Directory of Open Access Journals (Sweden)

    Jayakaran Mukundan

    2013-07-01

    Full Text Available Research in materials evaluation has been an important focus in ELT since the 1980s. The objective of the present study is to evaluate the general attributes of the textbooks and to evaluate the learning-teaching content. In this study, 944 male and female English teachers (Year 1 to Year 6 & Form 1 to Form 5 evaluated the English books using a valid and reliable checklist. In terms of general attributes and learning-teaching content of the textbooks, the results showed that Year 1 to Year 6 teachers reported that the current textbooks are ‘highly useful’ to the students, whereas Form 1 to Form 5 teachers contended that the school books are only ‘moderately useful’. The findings of this study can be useful for curricula designers and Ministry of Education as a reference for improving or modifying the textbooks.

  1. U ok w dis?: Analysing language attitudes towards internet english

    Directory of Open Access Journals (Sweden)

    Viviane de Moraes Abrahão

    2014-12-01

    Full Text Available Language has been hugely affected by the ample use of the internet nowadays. Many of the characteristics of the “new language” created online are intrinsic to its needs, and many of them are seen as deviations or mistakes. However, there is no consensus to date of the real language attitude of users regarding this new type of language, its deviations and its creations. For that, it seemed necessary to develop a preliminary study on Language Attitudes towards Internet English, in order to analyze how users generally feel about this language. The results of a sociolinguistic questionnaire show that the attitude lies on the nature of the deviation; however, it is a general agreement that this new language is broadly used by teenagers, with very specific purposes online, and it is a tool for a faster typing.

  2. English as a Second Language and World War II: Possibilities for Language and Historical Learning

    Science.gov (United States)

    Stewart, Mary Amanda; Walker, Katie

    2017-01-01

    Although, traditionally, the purpose of the social studies class in secondary schools is to teach content knowledge, this article argues that historical learning can be a powerful vehicle for English language development for late-arrival English learners (ELs) in middle and high schools. ELs bring a wealth of life experiences, diverse…

  3. Evaluating the Language Resources of Chatbots for Their Potential in English as a Second Language

    Science.gov (United States)

    Coniam, David

    2008-01-01

    This paper investigates the linguistic worth of current "chatbot" programs--software programs which attempt to hold a conversation, or interact, in English--as a precursor to their potential as an ESL (English as a second language) learning resource. After some initial background to the development of chatbots, and a discussion of the Loebner…

  4. Language Growth in English Monolingual and Spanish-English Bilingual Children from 2.5 to 5 Years.

    Science.gov (United States)

    Hoff, Erika; Ribot, Krystal M

    2017-11-01

    To describe the trajectories of English and Spanish language growth in typically developing children from bilingual homes and compare those with the trajectories of English growth in children from monolingual homes, to assess effects of dual language exposure on language growth in typically developing children. Expressive vocabularies were assessed at 6-month intervals from age 30 to 60 months, in English for monolinguals and English and Spanish for bilinguals. Use of English and Spanish in the home was assessed via parental report. Multilevel modeling, including parent education as a covariate, revealed that children from bilingual homes lagged 6 months to 1 year behind monolingual children in English vocabulary growth. The size of the lag was related to the relative amount of English use in the home, but the relation was not linear. Increments in English use conferred the greatest benefit most among homes with already high levels of English use. These homes also were likely to have 1 parent who was a native English speaker. Bilingual children showed stronger growth in English than in Spanish. Bilingual children can lag 6 months to 1 year behind monolingual children in normal English language development. Such lags may not necessarily signify clinically relevant delay if parents report that children also have skills in the home language. Shorter lags are associated with 2 correlated factors: more English exposure and more exposure from native English speakers. Early exposure to Spanish in the home does not guarantee acquisition of Spanish. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. Emergent Target Language Identities among Latino English Language Learners

    Science.gov (United States)

    Ciriza-Lope, Maria; Shappeck, Marco; Arxer, Steven

    2016-01-01

    During 2nd language acquisition, a learner's identity is consigned, juxtaposed, coconstructed, and reified through various affective positions and mitigating linguistic behaviors. Our study of adult Latino ESL students in Dallas, Texas, shows how language socialization experiences are shaped by the learners' affective stances toward the project of…

  6. A CRITICAL REVIEW OF THE ENGLISH LANGUAGE TEXTBOOK WITH EMPHASIS ON ENGLISH-SERBIAN GLOSSARY

    OpenAIRE

    Иван Књижар

    2012-01-01

    In this paper we made a critical review of textbook Messages 1 with emphasis on English-Serbian glossary. Since this textbook is intended for pupils of 5th grade, we examined its appropriateness for this age group. In addition, we did lexical and semantic analysis of a glossary that is incorporated in the textbook. Messages 1 is extraordinarily designed textbook. It is alsko uitable for pupils of 5th grade whose first language is not English. In terms of the English-Serbian glossary, there is...

  7. Linguistic Interdependence between Spanish Language and English Language and Reading: A Longitudinal Exploration from Second through Fifth Grade

    Science.gov (United States)

    Proctor, C. Patrick; Harring, Jeffrey R.; Silverman, Rebecca D.

    2017-01-01

    This study explored effects of Spanish oral language skills (vocabulary and syntax) on the development of English oral language skills (vocabulary, morphology, semantics, syntax) and reading comprehension among 156 bilingual Latino children in second through fifth grade whose first language was Spanish and whose second language was English. Using…

  8. Webquests for English-Language Learners: Essential Elements for Design

    Science.gov (United States)

    Sox, Amanda; Rubinstein-Avila, Eliane

    2009-01-01

    The authors of this article advocate for the adaptation and use of WebQuests (web-based interdisciplinary collaborative learning units) to integrate technological competencies and content area knowledge development at the secondary level and to support the linguistic needs of English-language learners (ELLs). After examining eight WebQuests, the…

  9. Trauma and the Adult English Language Learner. ERIC Digest.

    Science.gov (United States)

    Isserlis, Janet

    English-as-a-Second-Language (ESL) practitioners are familiar with adult learners' stories of disruption, political trauma, and mental upheaval. Until recently, however, little attention has been paid to personal trauma and domestic abuse. Acknowledgement of the prevalence of violence generally, and of that experienced by those in the adult ESL…

  10. Sensitizing Young English Language Learners Towards Environmental Care

    Science.gov (United States)

    Castillo, Rigoberto; Rojas, María del Pilar

    2014-01-01

    This paper reports an action research study aimed at understanding how to sensitize young English language learners towards caring for the environment. The pedagogical intervention in a 5th grade class consisted in the use of creative writing strategies to express learners' ideas. Three stages were followed: "recognizing facts,"…

  11. Using Public Speaking Tasks in English Language Teaching

    Science.gov (United States)

    Iberri-Shea, Gina

    2009-01-01

    The purpose of this article is to provide suggestions for using public speaking tasks in English language teaching (ELT) and to highlight some of their many advantages. For the purpose of this article, the author will focus on two types of these tasks: student presentations and debates. Student presentations may consist of either individual or…

  12. English-Language Teachers' Engagement with Research: Findings from Bangladesh

    Science.gov (United States)

    Anwaruddin, Sardar M.; Pervin, Nasrin

    2015-01-01

    In this article, we report on a small-scale study in which we investigated English-language teachers' engagement with educational research. We conceptualized engagement with research as reading and systematically using research for professional development. Using questionnaires and in-depth interviews, we gathered empirical materials from 40…

  13. Translation Accommodations Framework for Testing English Language Learners in Mathematics

    Science.gov (United States)

    Solano-Flores, Guillermo

    2012-01-01

    The present framework is developed under contract with the Smarter Balanced Assessment Consortium (SBAC) as a conceptual and methodological tool for guiding the reasonings and actions of contractors in charge of developing and providing test translation accommodations for English language learners. The framework addresses important challenges in…

  14. MAT@USC Candidates and Latino English Language Learners

    Science.gov (United States)

    Lomeli, Cynthia Leticia

    2012-01-01

    The purpose of this study was to further understand the perceptions of MAT@USC teacher candidates and how their perceptions and previous experiences affect the educational experiences of Latino English language learners. Three questions were developed to guide this study: (1) What are the perceptions of MAT@USC candidates in selected courses…

  15. Developing College English as a Second Language (ESL) Programs

    Science.gov (United States)

    Orlova, Irina A.; Kennedy, Jelane A.

    2009-01-01

    This article examines available literature on college English as a Second Language (ESL) programs. The literature available on college ESL programs falls into three categories: (1) research reports and articles, (2) recent theoretical discussions on ESL teaching, and (3) thought pieces discussing college ESL curriculum development and assessment…

  16. Application of Team Teaching in the English Language Class

    Science.gov (United States)

    Ken-Maduako, Ibiere; Oyatogun, Aituari Taiwo

    2015-01-01

    This paper strives to ascertain the use of teamwork as an instructional strategy in an English language lesson, in a typical Nigerian classroom. Teamwork is the ability of people to work together to achieve a common purpose and team players are the high achievers in the team whose main preoccupation is to see that teams achieve their stated…

  17. An Uncommon Language: The Multicultural Making of American English.

    Science.gov (United States)

    Carnes, Jim

    1994-01-01

    This article explains the use of the origins of American English and the dictionary to teach multiculturalism to elementary school students. It suggests classroom activities that help students explore the cultural roots behind words and appreciate the ways words have been created. Esperanto and the development of an international language are also…

  18. English Language Education in Primary Schooling in Argentina

    Science.gov (United States)

    Porto, Melina

    2016-01-01

    This article describes public primary English language education in Argentina. I begin with background information about the country and a brief historical overview of education in general, accompanied by a portrait of primary schooling in particular. This overview involves local, political and economic considerations but also international…

  19. Exemplary Teachers of English Language Learners: A Knowledge Base

    Science.gov (United States)

    Clayton, Courtney

    2013-01-01

    The number of English language learners (ELL) in schools continues to rise. However, statistics reveal that the majority of classroom teachers have no training in working with ELLs (NCES, 2011). Because of this, it is critical to understand how teachers can be successfully prepared to teach ELLs. Through in-depth inquiry, this study explored what…

  20. Writing Learning Outcomes for English Language Lessons in Multilingual Schools

    Science.gov (United States)

    Jones, Sally Ann

    2016-01-01

    This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic…

  1. English as a Transcultural Language in Swedish Policy and Practice

    Science.gov (United States)

    Hult, Francis M.

    2012-01-01

    The globalization of English in Sweden is examined as it takes shape in educational policy and practice. Following in the tradition of a "new wave" of language policy and planning research that emphasizes connections between policy and how it is interpreted by local stakeholders, this investigation focuses on textual data from Swedish…

  2. Australian English-Language Textbooks: The Gender Issues

    Science.gov (United States)

    Lee, Jackie F. K.; Collins, Peter

    2009-01-01

    This paper examines the nature and extent of gender stereotyping, both linguistic and pictorial, in a set of 10 Australian English-language textbooks for intermediate learners. In order to determine how accurately the books reflect the status of women in contemporary Australian society a content and linguistic analysis was conducted, focusing on,…

  3. Raising Cultural Awareness in the English Language Classroom

    Science.gov (United States)

    Frank, Jerrold

    2013-01-01

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

  4. Students' Motivation toward English Language Learning at Undergraduate Level

    Science.gov (United States)

    Ahmed, Mumtaz; Aftab, Maria; Yaqoob, Humaira

    2015-01-01

    The main purpose of this descriptive research is to explore the fact that why students are less motivated towards English language learning at undergraduate level. It also throws light upon the very facts of motivation with regard to the factors like student-teacher relationship, class room environment, self esteem or self respect, and willingness…

  5. Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction

    Science.gov (United States)

    Hunt, Meghan; Feng, Jay

    2016-01-01

    This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade…

  6. Technology-Based Literacy Instruction for English Language Learners

    Science.gov (United States)

    White, Erin L.; Gillard, Sharlett

    2011-01-01

    There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English language learner (ELL) population presents. This article examines various technology-based solutions, and their potential impact. The systematic implementation of these…

  7. Restrictive Language Policy in Practice: English Learners in Arizona

    Science.gov (United States)

    Heineke, Amy J.

    2016-01-01

    As the most restrictive language policy context in the United States, Arizona's monolingual and prescriptive approach to teaching English learners continues to capture international attention. More than five school years after initial implementation, this study uses qualitative data from the individuals doing the policy work to provide a holistic…

  8. Civics Education for Adult English Language Learners. ERIC Q & A.

    Science.gov (United States)

    Terrill, Lynda

    This article provides a brief historical review of efforts to prepare immigrants to pass the U.S. citizenship test, defines key terms, discusses events that have shaped civics education, and offers suggestions, whatever the approach chosen, for integrating civics content with English-as-a-Second-Language (ESL) skills development. Covered topics…

  9. Library Literacy Programs for English Language Learners. ERIC Digest.

    Science.gov (United States)

    McMurrer, Eileen; Terrill, Lynda

    This digest summarizes the history of public libraries and library literacy programs; describes current delivery models; and discusses initiatives in library literacy, profiling one successful public library program that serves adult English language learners and their families. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL)

  10. The Role of Social Class in English Language Education

    Science.gov (United States)

    Vandrick, Stephanie

    2014-01-01

    English language educators are often advocates for social justice and often focus on learners' identities, such as their race, gender, and ethnicity; however, they tend not to employ a social class lens in analyzing students, teachers, classrooms, and institutions. Yet social class plays a significant, if unacknowledged, role in the field.…

  11. Video Self-Modeling for English Language Learners

    Science.gov (United States)

    Boisvert, Précille; Rao, Kavita

    2015-01-01

    Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas…

  12. Elementary Physical Education Teachers' Experiences in Teaching English Language Learners

    Science.gov (United States)

    Sato, Takahiro; Hodge, Samuel R.

    2016-01-01

    The purpose of the current study was to describe and explain the views on teaching English Language Learners (ELLs) held by six elementary physical education (PE) teachers in the Midwest region of the United States. Situated in positioning theory, the research approach was descriptive-qualitative. The primary sources of data were face-to-face…

  13. English Language Cultures in Bulgaria: A Linguistic Sibling Rivalry?

    Science.gov (United States)

    O'Reilly, Laurie M.

    1998-01-01

    In Bulgaria, a complex matrix of power relations governs English language education, and a triangle of international and intercultural relations between Bulgaria, United States, and United Kingdom. In the context of the changing economic and political milieu of central and eastern Europe, a study examines how Bulgaria fits into the emerging…

  14. English as a Court Language in Continental Courts

    NARCIS (Netherlands)

    C. Kern (Cristoph)

    2013-01-01

    markdownabstract__Abstract__ Most recently, several countries on the European continent have admitted, or are discussing to admit, English as an optional court language. This article provides some information about the background of these recent initiatives, projects and reforms, clarifies the

  15. Preparing teachers to teach English as an international language

    CERN Document Server

    Matsuda, Aya

    2017-01-01

    This book explores ways to prepare teachers to teach English as an International Language, and provides theoretically-grounded models for EIL-informed teacher education. It includes two chapters that present a theoretical approach to EIL teacher education, followed by descriptions of field-tested teacher education programs, courses and activities.

  16. Regularisation of irregular verbs in child English second language ...

    African Journals Online (AJOL)

    Data was collected from the language of English medium preschool children. The study concludes that when the Blocking Principle interferes, children resort to a novel interlanguage rule that regularises irregular verbs. This interlanguage rule applies in a similar way to all irregular verbs, thus children produce utterances ...

  17. Facilitating Professional Development for Teachers of English Language Learners

    Science.gov (United States)

    Molle, Daniella

    2013-01-01

    The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…

  18. Issues of Ideology in English Language Education Worldwide: An Overview

    Science.gov (United States)

    Mirhosseini, Seyyed-Abdolhamid

    2018-01-01

    The relatively limited consideration of ideology in mainstream theory and research of English language teaching (ELT) has arguably prevented the problematization of many taken-for-granted perceptions and practices in the field. This article brings part of this marginalised body of scholarship on issues of ideology in the area of ELT together to…

  19. University Students’ Perceptions of Their Failures in Learning English as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Figen YILMAZ

    2017-12-01

    Full Text Available The main purpose of this qualitative study was to investigate university students' perceived failure attributions in learning English as a foreign language at a preparatory school. The participants were 118 undergraduate students who failed at the end of a preparatory year and had to attend the repeat program. Each participant was asked to write about their perceived causes of failure in learning English. Students' responses were analyzed based on Weiner's (1983, 1985 Attribution Theory, and the emerging themes were linked to the locus of control, stability and controllability dimensions. The qualitative nature of the study provided in-depth information about the content of each dimension. The results suggest that students mostly attributed their academic failure in learning English to external and uncontrollable factors, which are in line with the findings of similar studies conducted in other university settings.

  20. TEACHING ENGLISH AS A FOREIGN LANGUAGE TO FOREIGNERS

    Directory of Open Access Journals (Sweden)

    Ioana Claudia Horea

    2014-12-01

    Full Text Available Teaching English as a foreign language requires very different approaches if we consider the recipients of the didactic process. Concerning the practical aspects of the primary task of a language instructor, namely teaching, skills of all sorts are required in order to be able to use best methods and most appropriate resources and up to date materials and devices. Moreover, to teach students of your own mother tongue is one very distinct thing from teaching foreigners. These two categories, namely students of the same mother tongue as their teacher and foreigners, have two things in common, namely: first, they are the subjects on whom the activity of teaching English is to be applied and second, this language is not their native tongue. These facts can thus be reduced to one idea: addressing to recipients of EFL teaching. Still, there is a big difference between teaching the first category mentioned, those who have the same mother tongue as the teacher and teaching the second category, foreigners, to whom not even the vaguest hints can be provided in other language than English. There comes a new challenge, an extra endeavour for an even more special approach. This study undertakes to present some of the distinctions entailed at the level of teaching methods and to parallel the diverse methodological approaches for the two situations presented. Are the four skills that language acquisition assumes to be taught distinctly and shall the approaches in each particular situation differ from one case to the other or not too much? It takes some distinct features to be or, better saying, to become a teacher of languages; and to teach English as foreign language to foreigners is a new development within this typology, a diverse dimension. New levels of character traits are instinctively reached by instructors in order to better cope, unconsciously, psychologically and emotionally, with the upgraded’ challenges.