WorldWideScience

Sample records for preschool english language

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. Predicting Bilingual Spanish-English Children's Phonological Awareness Abilities from Their Preschool English and Spanish Oral Language

    Science.gov (United States)

    Scarpino, Shelley E.; Lawrence, Frank R.; Davison, Megan D.; Hammer, Carol S.

    2011-01-01

    This longitudinal study investigated the relationship between oral language abilities and phonological awareness in 85 typically developing, Spanish-English preschool children (average age in preschool was 3 years, 9 months). Receptive language skills in Spanish and English were assessed in the autumn and spring during the children's 2 years in…

  6. Predicting Bilingual Spanish-English Children's Phonological Awareness Abilities from Their Preschool English and Spanish Oral Language

    Science.gov (United States)

    Scarpino, Shelley E.; Lawrence, Frank R.; Davison, Megan D.; Hammer, Carol S.

    2011-01-01

    This longitudinal study investigated the relationship between oral language abilities and phonological awareness in 85 typically developing, Spanish-English preschool children (average age in preschool was 3 years, 9 months). Receptive language skills in Spanish and English were assessed in the autumn and spring during the children's 2 years in…

  7. English Second-Language Learners in Preschool: Profile Effects in Their English Abilities and the Role of Home Language Environment

    Science.gov (United States)

    Paradis, Johanne; Kirova, Anna

    2014-01-01

    The objectives of this study were twofold: (1) Determine the English proficiency of English second-language learners (ELLs) at the end of preschool as referenced to monolingual norms, and in particular, to determine if they showed an asynchronous profile, that is, approached monolingual norms more closely for some linguistic sub-skills than…

  8. Predicting bilingual Spanish–English children’s phonological awareness abilities from their preschool English and Spanish oral language

    Science.gov (United States)

    Scarpino, Shelley E.; Lawrence, Frank R.; Davison, Megan D.; Hammer, Carol S.

    2012-01-01

    This longitudinal study investigated the relationship between oral language abilities and phonological awareness in 85 typically developing, Spanish–English preschool children (average age in preschool was 3 years, 9 months). Receptive language skills in Spanish and English were assessed in the autumn and spring during the children’s 2 years in Head Start for a total of four measurement occasions. Phonological awareness was assessed during the spring of children’s kindergarten year. Results indicated that English receptive vocabulary at the end of preschool predicted English phonological awareness abilities in kindergarten, whereas Spanish vocabulary was observed to have a negative predictive relationship with children’s English phonological awareness abilities. However, after controlling for English vocabulary, Spanish vocabulary no longer had an effect on English phonological awareness. Broad receptive language abilities in English and Spanish did not predict later English phonological awareness skills. PMID:23258945

  9. Receptive English Vocabulary in a Foreign Language Context: A Case Study of Preschoolers in Mauritius

    Science.gov (United States)

    Auleear Owodally, Ambarin Mooznah

    2014-01-01

    In Mauritius, English, the least socially used language, is the main language of literacy and the main written medium of instruction throughout the education system, starting from the first year of compulsory primary education. The importance of English as a school language is reflected in the 2003 Preschool Curriculum Guidelines, which mention…

  10. Supporting early oral language skills for English language learners in inner city preschool provision.

    Science.gov (United States)

    Dockrell, Julie E; Stuart, Morag; King, Diane

    2010-12-01

    A significant number of children now enter formal education in England with reduced levels of proficiency in oral language. Children who come from disadvantaged backgrounds and who are English language learners (ELL) are at risk of limited oral language skills in English which impacts on later educational achievement. This paper reports the development of a theoretically motivated oral language intervention, Talking Time, designed to meet the needs of preschool children with poor language skills in typical preschool provision. One hundred and forty-two 4-year-old children attending three inner city preschools in a disadvantaged area of London, England. This is a quasi-experimental intervention study comparing children exposed to Talking Time with children exposed to a contrast intervention and children receiving the statutory early years curriculum. Measures were taken of both targeted and non-targeted language and cognitive skills. Data were analysed for the ELL. The intervention had a significant effect on vocabulary, oral comprehension, and sentence repetition but not narrative skills. As predicted, there were no effects on the skills which were not targeted. Regular evidence-based oral language interactions can make significant improvements in children's oral language. There is a need to examine the efficacy of more intensive interventions to raise language skills to allow learners to access the curriculum.

  11. Effects of Adapted Dialogic Reading on Oral Language and Vocabulary Knowledge of Latino Preschoolers at Risk for English Language Delays

    Science.gov (United States)

    Correa, Vivian I.; Lo, Ya-Yu; Godfrey-Hurrell, Kristi; Swart, Katie; Baker, Doris Luft

    2015-01-01

    In this single-case design study, we examined the effects of an adapted dialogic reading intervention on the oral language and vocabulary skills of four Latino preschool children who were at risk for English language delays. We used adapted dialogic reading strategies in English and two literacy games that included a rapid naming activity and…

  12. Parental Numeric Language Input to Mandarin Chinese and English Speaking Preschool Children

    Science.gov (United States)

    Chang, Alicia; Sandhofer, Catherine M.; Adelchanow, Lauren; Rottman, Benjamin

    2011-01-01

    The present study examined the number-specific parental language input to Mandarin- and English-speaking preschool-aged children. Mandarin and English transcripts from the CHILDES database were examined for amount of numeric speech, specific types of numeric speech and syntactic frames in which numeric speech appeared. The results showed that…

  13. 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.

  14. Social Competence and Language Skills in Mandarin-English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation

    Science.gov (United States)

    Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine

    2016-01-01

    Research Findings: The main aim of this study was to examine whether language skills and emotion regulation are associated with social competence and whether the relationship between English skills and social competence is moderated by emotion regulation in Mandarin-English bilingual preschoolers. The language skills of 96 children ages…

  15. Social Competence and Language Skills in Mandarin-English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation

    Science.gov (United States)

    Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine

    2016-01-01

    Research Findings: The main aim of this study was to examine whether language skills and emotion regulation are associated with social competence and whether the relationship between English skills and social competence is moderated by emotion regulation in Mandarin-English bilingual preschoolers. The language skills of 96 children ages…

  16. Bridging Academic Discourse for Emergent Bilingual Preschoolers: A Spanish-English Dual Language Teacher's Instructional Practices and Extratextual Talk during Shared Readings across Two Different Genres and Languages

    Science.gov (United States)

    Sembiante, Sabrina F.

    2013-01-01

    This qualitative case study examines the nature of a dual language preschool teacher's instructional practices and extratextual talk during shared-book reading practices with two different genres of books in Spanish and English. Specifically, I explore the interpersonal, ideational, and textual features of one teacher's talk in English- and…

  17. The use of first language scaffolding to teach English as a foreign language to pre-school children during dramatic play in West Sumatera, Indonesia

    Directory of Open Access Journals (Sweden)

    Mulia Dewi

    2015-01-01

    Full Text Available The Indonesian community generally perceives that English language teaching should require phonology, vocabulary, grammar, discourse, and pragmatics. As a result, this often demands that pre-school teachers use English all the time. Code switching between English, Indonesian, and Minang – the local language of the region – is perceived negatively, and teachers are often criticized for using a multilingual approach that is “part snake and part eel” [sakarek ula sakarek baluik]. This refers to a negative perception of mixing languages in educational settings. In fact, code switching between Minang (first language, Indonesian (second language, and English (foreign language is the norm of language use in this part of Indonesia. However, in this community, there is a lack of respect for pre-school teachers' professionalism as well as scepticism towards the effectiveness of a multilingual teaching approach, which is used widely at the pre-school level. Vygotsky [14], the Russian psychologist, presents a different perspective on this phenomenon, noting that children learn languages by playing. Their first language can be the main tool to help them understand new words and utterances in context. By using code switching, teachers help pre-school children to link their prior knowledge and experience to the new forms of expression that enable them to derive the meaning of new words from the social context of language use. For this reason, scaffolding techniques should be used by pre-school teachers, particularly in ways which support children's cognitive development in constructing new meanings based on their first language experience. This paper, based on a research study-in-progress at Deakin University, Melbourne, Australia, explores patterns of interaction between pre-school teachers and their students as teachers scaffold the development of EFL through dramatic play in West Sumatera, Indonesia. This interaction is systemic in nature and

  18. Do Chinese- and English-Speaking Preschoolers Think Differently about Language?

    Science.gov (United States)

    Guan, Yao; Farrar, M. Jeffrey

    2016-01-01

    Metalinguistic awareness is the ability to identify, reflect upon, and manipulate linguistic units. It plays a critical role in reading development. The present study investigated Chinese- and English-speaking preschoolers' metalinguistic awareness development and the role of cognitive and linguistic abilities in its development. Forty-two…

  19. Effects of a Supplemental Spanish Oral Language Program on Sentence Length, Complexity, and Grammaticality in Spanish-Speaking Children Attending English-Only Preschools

    Science.gov (United States)

    Restrepo, M. Adelaida; Castilla, Anny P.; Schwanenflugel, Paula J.; Neuharth-Pritchett, Stacey; Hamilton, Claire E.; Arboleda, Alejandra

    2010-01-01

    Purpose: The purpose of this study was to examine the effects of a supplemental Spanish language instruction program for children who spoke Spanish as their native language and were attending English-only preschool programs. Specifically, the study evaluated the program's effects on the children's Spanish sentence length in words, subordination…

  20. Early second language acquisition: a comparison of the linguistic output of a pre-school child acquiring English as a second language with that of a monolingual peer.

    Science.gov (United States)

    Letts, C A

    1991-08-01

    Two pre-school children were recorded at regular intervals over a 9-month period while playing freely together. One child was acquiring English as a second language, whilst the other was a monolingual English speaker. The sociolinguistic domain was such that the children were likely to be motivated to communicate with each other in English. A variety of quantitative measures were taken from the transcribed data, including measures of utterance type, length, type-token ratios, use of auxiliaries and morphology. The child for whom English was a second language was found to be well able to interact on equal terms with his partner, despite being somewhat less advanced in some aspects of English language development by the end of the sampling period. Whilst he appeared to be consolidating his language skills during this time, his monolingual partner appeared to be developing rapidly. It is hoped that normative longitudinal data of this kind will be of use in the accurate assessment of children from dual language backgrounds, who may be referred for speech and language therapy.

  1. Shyness-Anxiousness and Receptive Language Skills Development in Spanish- and English-Speaking Preschoolers

    Science.gov (United States)

    Strand, Paul S.; Pula, Kacy; Parks, Craig D.; Cerna, Sandra

    2011-01-01

    The present study utilized a short-term longitudinal research design to model the relationship between shyness-anxiousness and receptive language skills. Hypotheses regarding the direction of the causal relationship, mediation, and moderation were evaluated. Subjects included 340 Head Start attendees from primarily English- and Spanish-speaking…

  2. Shyness-Anxiousness and Receptive Language Skills Development in Spanish- and English-Speaking Preschoolers

    Science.gov (United States)

    Strand, Paul S.; Pula, Kacy; Parks, Craig D.; Cerna, Sandra

    2011-01-01

    The present study utilized a short-term longitudinal research design to model the relationship between shyness-anxiousness and receptive language skills. Hypotheses regarding the direction of the causal relationship, mediation, and moderation were evaluated. Subjects included 340 Head Start attendees from primarily English- and Spanish-speaking…

  3. ELL Preschoolers' English Vocabulary Acquisition from Storybook Reading

    Science.gov (United States)

    Collins, Molly F.

    2010-01-01

    This study investigates the effects of rich explanation, baseline vocabulary, and home reading practices on English language learning (ELL) preschoolers' sophisticated vocabulary learning from storybook reading. Eighty typically developing preschoolers were pretested in L1 (Portuguese) and L2 (English) receptive vocabulary and were assigned to…

  4. 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; Rickard Liow, Susan

    2016-01-01

    Background: 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…

  5. Developmental trajectories of preschool early literacy skills: a comparison of language-minority and monolingual-English children.

    Science.gov (United States)

    Lonigan, Christopher J; Farver, Joann M; Nakamoto, Jonathan; Eppe, Stefanie

    2013-10-01

    This study utilized latent growth-curve analyses to determine if the early literacy skills of children who were Spanish-speaking language-minority (LM) followed a similar quantitative growth profile over a preschool year as that of a group of children from a comparable socioeconomic (SES) background but who were not LM. Participants, who ranged in age from 37 to 60 months (M = 50.73; SD = 5.04), included 540 Spanish-speaking LM and 408 non-LM children (47% girls) who were enrolled in 30 Head Start classrooms. Scores on a measure of oral language and measures of code-related skills (i.e., phonological awareness, print knowledge) were lower for LM children than for non-LM children. LM children experienced significantly faster growth in oral language skills than did non-LM children. Growth for print knowledge and blending was similar for LM and non-LM children, whereas LM children experienced slightly less growth than non-LM children on elision. The inclusion of child (i.e., initial language scores, age, nonverbal cognitive ability) and family (i.e., maternal/paternal education, 2-parent household, father employment) variables eliminated initial differences between LM and non-LM children on the code-related variables, and the effect was due primarily to children's initial oral language skills. These results indicate that the early risk for reading-related problems experienced by Spanish-speaking LM children is due both to low SES and to their LM status, and they highlight the critical need for the development, evaluation, and deployment of early instructional programs for LM children with limited English oral language proficiency.

  6. Development of Early English Language and Literacy Skills among Spanish-Speaking Children: Does Preschool Make a Difference?

    Science.gov (United States)

    Han, Myae; Silva, Luisa; Vukelich, Carol; Buell, Martha; Hou, Likun

    2014-01-01

    This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were…

  7. Individual Differences and Language Interdependence: A Study of Sequential Bilingual Development in Spanish-English Preschool Children

    Science.gov (United States)

    Castilla, Anny Patricia; Restrepo, Maria Adelaida; Perez-Leroux, Ana Teresa

    2009-01-01

    The purpose of the current study is to examine language influence in sequential bilinguals. Specifically, this study evaluates whether performance in a first language predicts success in the acquisition of a second language nine months after exposure to the second language begins. Forty-nine Spanish-speaking children attending English-only…

  8. Learning English as a Foreign Language at Home: The Practices of Taiwanese Mothers and Their Preschoolers

    Science.gov (United States)

    Lan, Yi-Chen; Torr, Jane; Degotardi, Sheila

    2011-01-01

    Researchers have indicated that many children from Asian countries have the experience of learning English prior to school at home or at private institutes. The Taiwanese government promotes informal and play-based teaching of English in the home if the parents would like their young children to learn English prior to formal instruction. This…

  9. Preschool language interventions for latino dual language learners with language disorders: what, in what language, and how.

    Science.gov (United States)

    Simon-Cereijido, Gabriela

    2015-05-01

    About a quarter of young children in the United States are dual language learners. The large majority are Latino children who are exposed to Spanish in their homes. The language needs of Latino dual language preschoolers are different from the needs of monolingual English-speaking children. As a group, they are likely to live in environments that put them at risk of delays in language development. This situation is direr for dual language preschoolers with language impairment. Recent findings from studies on interventions for Spanish-English preschoolers with language impairment suggest that a bilingual approach does not delay English vocabulary and oral language learning and promotes Spanish maintenance. Targets and strategies for different language domains are described. The effects of pullout versus push-in interventions for this population are preliminarily explored. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  10. Effect of second language exposure on brain activity for language processing among preschoolers.

    Science.gov (United States)

    Hidaka, Souta; Shibata, Hiroshi; Kurihara, Michiyo; Tanaka, Akihiro; Konno, Akitsugu; Maruyama, Suguru; Gyoba, Jiro; Hagiwara, Hiroko; Koizumi, Masatoshi

    2012-05-01

    We investigated brain activity in 3-5-year-old preschoolers as they listened to connected speech stimuli in Japanese (first language), English (second language), and Chinese (a rarely exposed, foreign language) using near-infrared spectroscopy. Unlike the younger preschoolers who had been exposed to English for almost 1 year, brain activity in the bilateral frontal regions of the older preschoolers who had been exposed to English for almost 2 years was higher for Japanese and English speech stimuli than for Chinese. This tendency seemed to be similar to that observed in adults who had learned English for some years. These results indicate that exposure to a second language affects brain activity to language stimuli among preschoolers.

  11. Investigating Head Start Teachers' Beliefs about Language and Literacy Practices for English Language Learners (ELLs)

    Science.gov (United States)

    Orner Young, Wendy L.

    2012-01-01

    A changing classroom population and lack of English as a Second Language or bilingual instruction at the preschool level has required Head Start teachers to teach English language and literacy skills to English Language Learners (ELLs). The purpose of this dissertation was to develop and validate a new scale to measure preschool teachers'…

  12. 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…

  13. Emergent Verbal Behavior in Preschool Children Learning a Second Language

    Science.gov (United States)

    May, Richard J.; Downs, Rachel; Marchant, Amanda; Dymond, Simon

    2016-01-01

    We evaluated the emergence of untaught second-language skills following directly taught listener and intraverbal responses. Three preschool children were taught first-language (English) listener responses (e.g., "Point to the horse") and second-language (Welsh) intraverbal responses (e.g., "What is horse in Welsh?" [ceffyl]).…

  14. Children's Agency in Creating and Maintaining Language Policy in Practice in Two "Language Profile" Preschools in Sweden

    Science.gov (United States)

    Boyd, Sally; Huss, Leena; Ottesjö, Cajsa

    2017-01-01

    This paper presents results from an ethnographic study of language policy as it is enacted in everyday interaction in two language profile preschools in Sweden with explicit monolingual language policies: English and Finnish, respectively. However, in both preschools, children are free to choose language or code alternate. The study shows how…

  15. 学前英语教师跨文化语言能力建构%The Analysis on the Construction of Preschool English Teachers' Cross-cultural Second Language Competence

    Institute of Scientific and Technical Information of China (English)

    任远

    2015-01-01

    学前英语教师跨文化语言能力的强弱关系到幼儿英语习得的效果。学前英语教师应从幼儿二语认知和二语心理学角度,通过角色渗透、场景创设、中西文化融合的主题活动设计等方式,让学习者体会不同文化之间的障碍、误解、冲突和互通,逐步渗透跨文化语言知识,进而建构学前英语教师个体的跨文化语言能力。%The second language cross-cultural competence of preschool English teachers impacts on the effects of second language acquisition by preschool-ers. Preschool English teachers can construct their cross-cultural language competence through infiltrating roles, establishing the real situations and designing the Chinese-English cultural integration for learners in order to make them experience the difficulties, misunderstandings, cultural shocks and meaning exchanges in different cultures from the angle of second language cognition and second language psychology.

  16. Moodling English Language Education

    Science.gov (United States)

    Coskun, Abdullah; Arslan, Abdullah

    2014-01-01

    This paper aims to emphasize the importance of using Moodle in foreign language learning and teaching by reviewing relevant literature and introducing a Moodle-based environment aiming to help English learners to practice their English by themselves. Firstly, the use of Moodle in education and more specifically in English Language Teaching is…

  17. English Verb Accuracy of Bilingual Cantonese-English Preschoolers

    Science.gov (United States)

    Rezzonico, Stefano; Goldberg, Ahuva; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi

    2017-01-01

    Purpose: Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. Method: The sample included…

  18. Preschool Predictors of Kindergarten Language Outcomes

    Directory of Open Access Journals (Sweden)

    Anne Walk

    2015-01-01

    Full Text Available The aim of the present study is to explore a variety of cognitive and social variables which are most relevant to children’s linguistic success in an educational setting. The study examines kindergarten English language outcomes in classrooms containing monolingual English speaking children and bilingual children who speak English and one other language. Data from the National Center for Early Development and Learning Multistate Study of Pre-Kindergarten (2001-2003 regarding classroom and student characteristics were used for bilingual (N = 120 and monolingual (N = 534 children. Hierarchical regression analysis (Study 1 and path analysis (Study 2 were conducted to determine the cognitive and social variables present in preschool that are most predictive of English skills in kindergarten. The results of the studies demonstrate that social variables were important for both monolingual and bilingual children. Personality variables were more predictive for monolingual children, whereas teacher relationship variables were more important for bilingual children. Simple and routine adult interaction was predictive of English skills in both groups, which may indicate the importance of implicit learning over explicit instruction in early language acquisition. The present studies found different predictors of English language skills for monolingual and bilingual kindergarteners.

  19. Supporting Early Oral Language Skills for Preschool ELL in an EFL Context, Mauritius: Possibilities and Challenges

    Science.gov (United States)

    Auleear Owodally, Ambarin Mooznah

    2015-01-01

    In Mauritius, Kreol is the home language of the majority of school children, while English is the main language of literacy and the main written medium of instruction as from the first year of primary schooling. This has had a backwash effect on the preschool sector, where English is introduced. A cross-sectional study of local preschools revealed…

  20. Screening Bilingual Preschoolers for Language Difficulties: Utility of Teacher and Parent Reports

    Science.gov (United States)

    Pua, Emmanuel Peng Kiat; Lee, Mary Lay Choo; Rickard Liow, Susan J.

    2017-01-01

    Purpose: The utility of parent and teacher reports for screening 3 types of bilingual preschoolers (English-first language [L1]/Mandarin-second language[L2], Mandarin-L1/English-L2, or Malay-L1/English-L2) for language difficulty was investigated in Singapore with reference to measures of reliability, validity, sensitivity, and specificity in an…

  1. Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante

    OpenAIRE

    Cherro Samper, Myriam

    2015-01-01

    Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ sk...

  2. Application of NVC to English Teaching for Preschool Education Major

    Institute of Scientific and Technical Information of China (English)

    HU Li-rong

    2014-01-01

    In view of the present situation of college English teaching for Preschool Education Major is rather unsatisfactory, this paper briefly introduced Nonverbal Communication (NVC) and laid the emphasis on guiding college English teachers to apply useful nonverbal stimuli to inspiring Preschool Education major’s English-learning interest, improving their learning results, and helping them master various preschool English teaching skills. It further proved the nonverbal means and relative training meth-ods are helpful and practical to improve Preschool Education majors’nonverbal communicative competence and develop their preschool English teaching ability. Therefore, it will contribute to the study of English teaching for Preschool Education Major.

  3. 关于学前英语教育师资培养模式的思考%Some Reflections on the Models of Pre-School English Language Teacher Education

    Institute of Scientific and Technical Information of China (English)

    刘满堂

    2011-01-01

    我国学前英语教育的社会需求在不断增强,规模在不断扩大,学前英语教育已经成为新时期学前教育中不可回避的重大课题。目前关于学前英语教育的研究比较滞后,学前英语教育缺乏科学合理的指导标准,也未研究和制订有关学前英语教学的政策与法规,特别是学前英语教师的数量和整体质量与素质不令人乐观。本文着重分析和探讨学前英语教师应该具备的基本素质和学前英语教师培养的模式等,旨在促进学前英语教育,提高学前英语教学质量,推动学前英语师资队伍的建设工作。%In China,pre-school English language teaching(ELT) enjoys an increasing demand.The scale of teaching has been expanding over the years.The pre-school ELT has become a significant topic in pre-school education in the new period.However,the research work in pre-school ELT still lags behind.There are no scientific and reasonable guidelines for pre-school ELT.The work to study and formulate policies and laws concerning pre-school ELT hasn't started.Above all things,the quantity and quality of pre-school English language teachers are not of a reassuring nature.This paper attempts to analyze and discuss the basic qualities required of pre-school English teachers and the models of English teacher education,with the hope to facilitate pre-school ELT and promote the work of strengthening the ranks of pre-school English teachers.

  4. English Instruction in English-Language Colleges.

    Science.gov (United States)

    Conseil des Colleges, Quebec (Quebec).

    Developed to promote the consistency and quality of English instruction and to support the English-language colleges of Quebec in this direction, the report presents an overview of English instruction at the college level and presents recommendations to the Minister of Higher Education and Science (MHES) and the English-language colleges. Part I…

  5. Preschool Language Disorder

    Science.gov (United States)

    ... skills. Good language skills help with learning, behavior, self- esteem, and social skills. Here are some possible treatment ... Language Pathologists Students Faculty Contact Us The ASHA Action Center welcomes questions and requests for information from ...

  6. Critical language awareness and English language teaching

    Institute of Scientific and Technical Information of China (English)

    杨秋灵

    2007-01-01

    Critical Language Awareness (CLA) is an approach to language teaching based on a critical sociocultural theory of language and critical discourse analysis. CLA has a great relationship with English language teaching, but there are few articles talking about it. So the author here will present her understanding of the relationship between CLA and English language.

  7. English as an African Language.

    Science.gov (United States)

    Desai, Gaurav

    1993-01-01

    Discusses the role of the English language in postcolonial African literature, focusing on the politics of language, "Africanized" English, and the social languages used in Chinua Achebe's novels and concludes that English today is as much an African language as a British or American one. (Contains 37 references.) (MDM)

  8. Naps May Sharpen a Preschooler's Language Skills

    Science.gov (United States)

    ... fullstory_163510.html Naps May Sharpen a Preschooler's Language Skills Kids who slept after learning new verbs understood ... have an advantage when it comes to developing language skills, a new study suggests. Researchers assessed 39 youngsters ...

  9. 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.

  10. Language Anxiety in English Learning

    Institute of Scientific and Technical Information of China (English)

    袁雪

    2016-01-01

    This paper aims to discuss the language anxiety in English learning from the following two aspects: the definition of anxiety and the effects of language anxiety. Meanwhile, it provides some pedagogical implications to college English teachers and learners.

  11. Language Anxiety in English Learning

    Institute of Scientific and Technical Information of China (English)

    袁雪

    2016-01-01

    This paper aims to discuss the language anxiety in English learning from the following two aspects: the definitionof anxiety and the effects of language anxiety. Meanwhile, it provides some pedagogical implications to college English teachers andlearners.

  12. ENGLISH IN PRESCHOOL CURRICULUM: A DESCRIPTIVE STUDY OF THE TEACHING OF ENGLISH AS AN INTRA-SCHOOL CURRICULUM IN A PRESCHOOL IN BANDUNG

    Directory of Open Access Journals (Sweden)

    Yuli Rachmawati

    2014-10-01

    Full Text Available In this era, the importance of English leads people to introduce English education even in preschools. English education for preschoolers isbelieved to help fosterchildren’s language and cognitive developments. However, to achieve this benefit, a sound curriculum is required.Since creating a sound English curriculum is not an easy thing to do, a careful examination on English in the preschool curriculum needs to be performed. This study therefore aims to find out the goals of integrating English as an intra-school curriculum in a preschool in Bandung and the teacher’s attempts to achieve these goals in terms of four basic components of curriculum taken fromCayadong (2011 and Tyler (Posner,1992; the objectives, the materials, the methods and the assessments. A descriptive study using a document analysis, an interview and an observation as the data collection techniques was employed. The finding showed that English was integrated to help children to be able to communicate using English in school and family context in a simple language. Theme-based teaching and learning using drilling and total physical response (TPR as methods were conducted to achieve the goals. Meanwhile, to make sure of the goals attainment, students wereassessed by using observations and tests.

  13. 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…

  14. Emergent verbal behavior in preschool children learning a second language.

    Science.gov (United States)

    May, Richard J; Downs, Rachel; Marchant, Amanda; Dymond, Simon

    2016-09-01

    We evaluated the emergence of untaught second-language skills following directly taught listener and intraverbal responses. Three preschool children were taught first-language (English) listener responses (e.g., "Point to the horse") and second-language (Welsh) intraverbal responses (e.g., "What is horse in Welsh?" [ceffyl]). After intervention, increases in untaught second-language tacts (e.g., "What is this in Welsh?" [ceffyl]) and listener responses (e.g., "Point to the ceffyl") were observed for all 3 participants.

  15. A Situated Perspective on Bilingual Development: Preschool Korean-English Bilinguals' Utilization of Two Languages and Korean Honorifics

    Science.gov (United States)

    Kim, So Jung

    2017-01-01

    In spite of the increasing Korean population, there is still a paucity of studies examining emergent Korean bilingual children's dual-language development within their social contexts. In particular, no existing study has paid attention to the honorific system of Korean, which is one of the most important features in learning the Korean language.…

  16. English as a Forgotten Language.

    Science.gov (United States)

    Porte, Graeme

    1999-01-01

    Examined how living outside native-language environments, and subsequent language attrition, affected the language model provided by native speakers teaching English-as-a-Second-Language (ESL) in Spain. Surveys indicated that the first language was a changeable system susceptible to the pervasive influence of the second language and to the…

  17. Screening Bilingual Preschoolers for Language Difficulties: Utility of Teacher and Parent Reports.

    Science.gov (United States)

    Pua, Emmanuel Peng Kiat; Lee, Mary Lay Choo; Rickard Liow, Susan J

    2017-04-14

    The utility of parent and teacher reports for screening 3 types of bilingual preschoolers (English-first language [L1]/Mandarin-second language[L2], Mandarin-L1/English-L2, or Malay-L1/English-L2) for language difficulty was investigated in Singapore with reference to measures of reliability, validity, sensitivity, and specificity in an English-medium kindergarten setting. The index tests were teachers' ratings of the English language ability of 5-year-olds (N = 85) on the Bilingual Language Assessment Battery (BLAB): Preschool Teacher Report (Pua, Lee, & Rickard Liow, 2013) and parents' ratings of their child's home language ability (N = 78 English-L1, Mandarin-L1, or Malay-L1) on the BLAB: Preschool Parent Report (Pua, Lee, & Rickard Liow, 2013). The reference standards were objective measures of single-word receptive vocabulary (80 items) and expressive vocabulary (140 items) in the child's L1 and L2, as proxies for language ability. BLAB Teacher Reports for the English receptive and expressive subscales showed concurrent validity for all 3 bilingual groups, as well as generally high sensitivity and specificity. In contrast, BLAB Parent Reports for L1 receptive ability failed to show significant correlations with the objective measures of receptive vocabulary. Subjective teacher ratings may be an effective method of screening bilingual preschoolers for language difficulty, thereby prompting referral to clinicians.

  18. English and Chinese language ambiguity

    Institute of Scientific and Technical Information of China (English)

    程海

    2009-01-01

    This article from the Voice of Ambiguity,Lexical Ambiguity and Ambiguity in the three aspects of the grammatical structure of English and Chinese languages are compared ambiguity And analysis.Ambiguity in English and Chinese language through the comparison,resulted in two languages to explore the reasons for ambiguity;analysis of the characteristics of English language ambiguities;Research Should not be some ambiguity on how to avoid the emergence of the phenomenon.

  19. Cross-Language Associations in the Development of Preschoolers' Receptive and Expressive Vocabulary.

    Science.gov (United States)

    Maier, Michelle F; Bohlmann, Natalie L; Palacios, Natalia A

    The increasing population of dual language learners (DLLs) entering preschool classrooms highlights a continued need for research on the development of dual language acquisition, and specifically vocabulary skills, in this age group. This study describes young DLL children's (N = 177) vocabulary development in both English and Spanish simultaneously, and how vocabulary skills in each language relate to one another, during a contextual shift that places greater emphasis on the acquisition of academic English language skills. Findings demonstrated that DLL preschoolers made gains in vocabulary in both languages with more change evidenced in receptive, in comparison to expressive, vocabulary as well as in English in comparison to Spanish. When examining whether children's vocabulary scores in one language at the beginning of preschool interact with their vocabulary scores in the other language to predict vocabulary growth, no significant associations were found for receptive vocabulary. In contrast, the interaction between initial English and Spanish expressive vocabulary scores was negatively related to growth in English expressive vocabulary. This cross-language association suggests that children who have low expressive vocabulary skills in both languages tend to grow faster in their English expressive vocabulary. The study extends previous work on dual language development by examining growth in expressive and receptive vocabulary in both English and Spanish. It also provides suggestions for future work to inform a more comprehensive understanding of DLL children's development in both languages.

  20. English as an International Language and English Teaching in China

    Institute of Scientific and Technical Information of China (English)

    YUAN Yuan

    2014-01-01

    This study discusses English as an international language and English teaching in China. Concerning this subject, the paper elaborates the following seven aspects:the concept and features of English as an international language, emergence of new varieties of Englishes, emergence of new varieties of Englishes, the impact of economic globalization on the scope of the English language, the controversy of English standardization and localization, English localization in China and the revelation of English globalization to English teaching.

  1. Perspectives of English Language News

    Institute of Scientific and Technical Information of China (English)

    徐秋霞

    2007-01-01

    English is used more than any other languages, so all of us should get a good command of it in order to be more competitive in this society. There're many ways to master this language, but through reading English language newspaper, with which we have so much contact everyday, is obviously more convenient and interesting. English language newspaper contain several parts, the features of each of them will be analyzed in this thesis together with a specific piece of news. Furthermore, some effective methods of reading and understanding English language news will be proposed.

  2. From Home to School: Bridging the Language Gap in Mauritian Preschools

    Science.gov (United States)

    Auleear Owodally, Ambarin Mooznah

    2010-01-01

    Most Mauritian children face a language challenge as they leave their homes and start school. While most Mauritian children speak a French-lexified Creole as home language, the Mauritian primary education programme promotes English as the main language of literacy and the only written medium of instruction. In such a context, the preschool has the…

  3. Language Transfer and English Teaching

    Institute of Scientific and Technical Information of China (English)

    夏矫

    2008-01-01

    @@ 1.Introduction In English language teaching,language transfer has been a controversial topic and more linguistic researchers have a better and more comprehensive understanding of it.Transfer means the influence resulting from the similarities and differences between the English language and mother tongue which has been previously acquired.

  4. Preschool literacy and second language learners

    DEFF Research Database (Denmark)

    Holm, Lars

    it important to examine what happens when transnational and generalised assumptions about language and literacy learning meets linguistic diversity and second language learners. One central issue in relation to a linguistic diverse context is to investigate the distinctions and categorisations established...... in the literacy events they meet in their day-care centers and kindergartens? Examining these social practices in pre-schools might illuminate the interplay between language and literacy and the learning processes of second language learners and contribute to the discussion about the need for re......Preschool literacy and second language learners Lars Holm In order to understand literacy and language in education it is no longer enough to direct research attention to schools and universities. In the Nordic countries, preschools have become important arenas for numerous political initiatives...

  5. 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.

  6. 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.

  7. The Effect of Teachers' Professional Development in Video Technology on Mathematics and the English Language Learning of Preschoolers in a Rural Primary School in Pakistan

    Science.gov (United States)

    Ikram, Hamid

    2016-01-01

    The purpose of this mixed methods study was to examine the effect of teachers' professional development in video technology (PBS & Sesame Street videos) on mathematics and the English language learning among nursery students in the rural area of Pakistan where it was impossible for students to experience watching videos for learning purposes.…

  8. English as an international language and Japan's English language teaching

    Institute of Scientific and Technical Information of China (English)

    Nobuyuki Honna

    2001-01-01

    @@ 1. Introduction English now is said to be an intemational language or a global language. When we say this, do we really understand what it means?This is an important question we have to ask ourselves in Japan now when the nation' s 24,000 public primary schools are preparing to introduce English language teaching (ELT) to their third grade pupils in 2002 (For information, see Honna and Takeshita 1998, 2000 ).Actually, it seems extremely difficult to comprehend various sorts of logical deductions stemming from the current state of the English language.

  9. 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...

  10. 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 ...

  11. Language Training: English

    CERN Multimedia

    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...

  12. 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...

  13. Body language in English Teaching

    Institute of Scientific and Technical Information of China (English)

    任竞竞

    2009-01-01

    In this article, the characteristics and functions of body language are expounded, emphasizing that the proper use of body language in English teaching, including facial expression, guestures and body distance. They can enrich the content of English teaching, diversify teaching method and add vividness to the teaching to achieve better results .

  14. English Language Teaching Profile: Uruguay.

    Science.gov (United States)

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

    This profile in outline form of the English language teaching situation in Uruguay discusses the role of English within Uruguayan society and within the educational system. Though English is quite widely used for reading scientific, technical and medical publications, and while it is considered important culturally in higher professions, it is not…

  15. 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…

  16. Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds

    Science.gov (United States)

    Gort, Mileidis; Pontier, Ryan W.; Sembiante, Sabrina F.

    2012-01-01

    This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 1985) and language output (Swain, 1985), along with a reciprocal interaction model of teaching (Cummins, 2000), guided our…

  17. Language Models in Gaelic Medium Pre-School, Primary and Secondary Education

    OpenAIRE

    O'Hanlon, Fiona; Paterson, Lindsay; Mcleod, Wilson

    2012-01-01

    The report describes patterns of Gaelic and English language use in Gaelic-medium pre-school, primary school and secondary school providers in Scotland. Evidence is given on language use in the classroom and in other areas of the school environment. The project was funded by Soillse and the Scottish Government.

  18. 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...

  19. 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...

  20. Preschool Predictors of Kindergarten Language Outcomes

    Science.gov (United States)

    Walk, Anne; Matsuo, Hisako; Giovanoni, Alex

    2015-01-01

    The aim of the present study is to explore a variety of cognitive and social variables which are most relevant to children's linguistic success in an educational setting. The study examines kindergarten English language outcomes in classrooms containing monolingual English speaking children and bilingual children who speak English and one other…

  1. Language and Gender in English Language Teaching

    Science.gov (United States)

    Mahmud, Murni

    2010-01-01

    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…

  2. Preschool Predictors of Kindergarten Language Outcomes

    OpenAIRE

    Anne Walk; Hisako Matsuo; Alex Giovanoni

    2015-01-01

    The aim of the present study is to explore a variety of cognitive and social variables which are most relevant to children’s linguistic success in an educational setting. The study examines kindergarten English language outcomes in classrooms containing monolingual English speaking children and bilingual children who speak English and one other language. Data from the National Center for Early Development and Learning Multistate Study of Pre-Kindergarten (2001-2003) regarding c...

  3. 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…

  4. Mathematics and English, Two Languages: Teachers' Views

    Science.gov (United States)

    Leshem, Shosh; Markovits, Zvia

    2013-01-01

    English is an international language used all over the world. Mathematics is the language of sciences but it is also a language used in everyday life. Although both are perceived as languages, mathematics and English are considered as two completely distinct disciplines. In this paper we first discuss English and mathematics as languages. Then we…

  5. English language learning flu

    Institute of Scientific and Technical Information of China (English)

    吴若卿

    2009-01-01

    @@ Vocational school students a sense of the prevalence of language problems, the so-called sense of language learners of language refers to a kind of sensitive information and rich understanding of automation of the aware-hess activities.

  6. Language Features of Contractual English

    Institute of Scientific and Technical Information of China (English)

    HUANG Jie-ting; WANG Zhen-ping

    2005-01-01

    As contract is a written document in which what the parties are concerned and agree is stated, the simplest way to understand the drafting of the contract is, from the author's point of view, to be well acquainted with contractual language. Therefore, this article is intended to give a brief account of the language features of contractual English.

  7. 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…

  8. 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

  9. 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,…

  10. HOW TO AVOID SEXIST LANGUAGE IN ENGLISH

    Institute of Scientific and Technical Information of China (English)

    HuZhiqing

    2004-01-01

    Use of Sexist language is one of the serious yet often-neglected mistakes in the English writing and speaking of Chineselearners of English. Sexist language in English can be classifiedinto two categories : ambiguity of referent and stereotyping. Thispaper focuses on some common sexist language in the Englishwriting and speaking of Chinese learners of English and givessome suggestions about how to avoid them.

  11. 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,…

  12. Culture Teaching in English Language Classes

    Institute of Scientific and Technical Information of China (English)

    Wu Qixuan; Zhao Shuncai

    2007-01-01

    Language is closely related to culture. Language expresses and embodies cultural reality, in the meantime, culture exerts enormous influences on language. Therefore, language learning is often culture learning. The author, based on the negligence of culture teaching in English language classes, illustrates the influences of cultural knowledge on reading, translating and intercultural communicating, and proposes suggestions on culture teaching in English language teaching (ELT).

  13. Language Learning in Outdoor Environments: Perspectives of preschool staff

    Directory of Open Access Journals (Sweden)

    Martina Norling

    2015-03-01

    Full Text Available Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

  14. 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…

  15. 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…

  16. Optimizing the Defense Language Institute English Language Center

    Science.gov (United States)

    2012-01-01

    Student Feedback ...prior to entry to basic training ECL English comprehension level EFL English as a foreign language ELT English language training ELTP English language...who are about to start FOT, emphasizing those skills that FOT instructors have repeatedly identified as lacking among DLIELC students. Feedback from

  17. Intervention with linguistically diverse preschool children: a focus on developing home language(s).

    Science.gov (United States)

    Kohnert, Kathryn; Yim, Dongsun; Nett, Kelly; Kan, Pui Fong; Duran, Lillian

    2005-07-01

    This article addresses a series of questions that are critical to planning and implementing effective intervention programs for young linguistically diverse learners with primary language impairment (LI). Linguistically diverse learners in the United States include children whose families speak languages such as Spanish, Korean, Cantonese, Hmong, Vietnamese, or any language other than, or in addition to, English. A narrative review of the relevant literature addresses clinical questions including (a) Why support the home language when it is not the language used in school or the majority community? (b) Does continued support for the home language undermine attainment in a second language? (c) Should we support the home language when it includes the code switching or mixing of two traditionally separate languages? and (d) What are some strategies that can be used to support the home language when it is a language that the speech-language pathologist (SLP) does not speak? SLPs should provide services to linguistically diverse preschool-age children with LI in a manner that effectively supports the development of the home language. Parent and paraprofessional training along with peer-mediated models of intervention are presented as two possible methods for facilitating the home language in children with LI.

  18. Validity and Evaluation of the Preschool Language Scale.

    Science.gov (United States)

    Zimmerman, Irla Lee; Steiner, Violette G.

    The results of the administration of the Preschool Language Scale to two succeeding classes of Head Start children (N 174) in a large, heterogeneous school district are reported. The scale is an individually administered instrument divided into receptive and expressive language areas. All children were administered the Preschool Language Scale,…

  19. Comparison of Three Formal Methods of Preschool Language Assessment.

    Science.gov (United States)

    McLoughlin, Caven S.; Gullo, Dominic F.

    1984-01-01

    Three standardized language assessment measures (Peabody Picture Vocabulary Test-Revised, Test of Early Language Development, and the Preschool Language Scale) were individually administered to 25 nonreferred, White, middle-class preschoolers. Correlations among the three measures were statistically significant suggesting an interrelationship of…

  20. An Exploration of Oral Language Development in Spanish-Speaking Preschool Students

    Science.gov (United States)

    Neu, Renee A.

    2013-01-01

    The purpose of this qualitative, multi-case study was to explore the oral language of Spanish-speaking preschool students and their responses to questions, comments and requests made by an English-speaking teacher. Research questions focused on students' responses to questions; comments and requests by the teacher; and whether the response was…

  1. An Exploration of Oral Language Development in Spanish-Speaking Preschool Students

    Science.gov (United States)

    Neu, Renee A.

    2013-01-01

    The purpose of this qualitative, multi-case study was to explore the oral language of Spanish-speaking preschool students and their responses to questions, comments and requests made by an English-speaking teacher. Research questions focused on students' responses to questions; comments and requests by the teacher; and whether the response was…

  2. Language Identity among Iranian English Language Learners: A Nationwide Survey

    Science.gov (United States)

    Rezaei, Saeed; Khatib, Mohammad; Baleghizadeh, Sasan

    2014-01-01

    The present study is a nationwide survey of language identity among English language learners in Iran. The participants who completed the survey in this research included 1851 English language learners from different parts of the country who belonged to different genders, age groups and English language proficiency levels. The main instrument was…

  3. Language Identity among Iranian English Language Learners: A Nationwide Survey

    Science.gov (United States)

    Rezaei, Saeed; Khatib, Mohammad; Baleghizadeh, Sasan

    2014-01-01

    The present study is a nationwide survey of language identity among English language learners in Iran. The participants who completed the survey in this research included 1851 English language learners from different parts of the country who belonged to different genders, age groups and English language proficiency levels. The main instrument was…

  4. English as an Asian Language

    OpenAIRE

    Kachru, Braj .B

    1998-01-01

    This paper outlines the dimensions of Asia's English, which constitutes a world of its own in linguistic, cultural, interactional, ideological, and political terms. The questions this paper raises are: What conditions must a transplanted colonial language satisfy to be accepted as part of the colonized's linguistic repertoire? Why not consider Asian Englishes as part of a local pluralistic linguistic heritage? Answers to these questions demand redefining the concept of «nativeness» and types ...

  5. English as a Global Language. Second Edition.

    Science.gov (United States)

    Crystal, David

    This book presents an account of the rise of English as a global language and explores the history, current status, and future potential of English as the international language of communication. Five chapters focus on the following: (1) "Why a Global Language?" (e.g., what a global language is, what makes a language global, and why a global…

  6. Acquiring the Language of Learning: The Performance of Hawaiian Preschool Children on the Preschool Language Assessment Instrument (PLAI).

    Science.gov (United States)

    Martini, Mary

    The Preschool Language Assessment Instrument (PLAI) was designed as a diagnostic tool for 3- to 6-year-old children to assess children's abilities to use language to solve thinking problems typically posed by teachers. The PLAI was developed after observing middle-class teachers in preschool classrooms encourage children to use language in…

  7. Positivity of the English language

    CERN Document Server

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

    2011-01-01

    Within 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? Previous findings are mixed: suggestive evidence of a positive bias has been found in small samples of English words [1-3], framed as the Pollyanna Hypothesis [3] and Linguistic Positivity Bias [1], while the experimental elicitation of emotional words has instead found a strong negative bias [4]. 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 surprisingly invariant with respect to frequenc...

  8. Non-Native English Language Teachers' Perspective on Culture in English as a Foreign Language Classrooms

    Science.gov (United States)

    Bayyurt, Yasemin

    2006-01-01

    This article examines the importance of raising non-native English language teachers' awareness of different dimensions of culture in the teaching of English as an international language. The author believes that the more critical English language teachers become about the involvement of culture in their English language teaching, the more they…

  9. 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.

  10. 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. ...

  11. Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers' Languaging Practices during Shared Book Readings

    Science.gov (United States)

    Pontier, Ryan; Gort, Mileidis

    2016-01-01

    This study examined how a pair of Spanish/English dual language bilingual education (DLBE) preschool teachers enacted their bilingualism while working cohesively and simultaneously toward common instructional goals. We drew on classroom video data, field notes, and other relevant artifacts collected weekly during shared readings of English- and…

  12. Optimizing literacy in English language learners.

    Science.gov (United States)

    Restrepo, Maria Adelaida; Gray, Shelley

    2007-02-01

    Children in the United States who are English language learners characteristically do not exhibit the same levels of reading achievement as their peers. The article describes the development of English literacy in English language learners and the relationship between a child's second language (L2) and his or her native language (L1) in literacy development. It is organized first to consider the issue of language of instruction and language transfer, specifically the aspects of L1 literacy that appear to transfer to the second language (L2), English. It then discusses general principles for professionals working to optimize English literacy development in different models of literacy instruction for English language learners. We conclude that using the child's L1 provides the children with strong language and literacy skills in both languages.

  13. The Sexism in English Language

    Institute of Scientific and Technical Information of China (English)

    张小艳

    2013-01-01

    In foreign countries, the sexism is a common phenomenon. In old times, it existed. Now, it exists. Although so many feminist movements have blossomed, there are still some unequal phenomena which are root in people ’s own language and the society. This thesis mainly contains the embodiments of sexism in English, the reasons and solving methods.

  14. English Language Learner Engineering Collaborative

    Science.gov (United States)

    Pendergraft, Katy; Daugherty, Michael K.; Rossetti, Charles

    2009-01-01

    In an effort to develop an engineering design project that would deliver the necessary content and reach out to the English Language Learner (ELL) community, faculty in the Engineering Academy at Springdale High School in Springdale, Arkansas instituted the ELL Engineering Collaborative. The ELL Engineering Collaborative has four primary goals…

  15. Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty.

    Science.gov (United States)

    Winsler, Adam; Kim, Yoon Kyong; Richard, Erin R

    2014-09-01

    This article analyzes the role that individual differences in children's cognitive, Spanish competence, and socio-emotional and behavioral skills play in predicting the concurrent and longitudinal acquisition of English among a large sample of ethnically diverse, low-income, Hispanic preschool children. Participants assessed at age 4 for language, cognitive, socio-emotional, and behavioral skills were followed through kindergarten. Multivariate analyses demonstrated that Spanish-speaking preschoolers with greater initiative, self-control, and attachment and fewer behavior problems at age 4 were more successful in obtaining English proficiency by the end of kindergarten compared to those initially weaker in these skills, even after controlling for cognitive/language skills and demographic variables. Also, greater facility in Spanish at age 4 predicted the attainment of English proficiency. Social and behavioral skills and proficiency in Spanish are valuable resources for low-income English language learners during their transition to school.

  16. Language development and assessment in the preschool period.

    Science.gov (United States)

    Conti-Ramsden, Gina; Durkin, Kevin

    2012-12-01

    Most young children make significant progress in learning language during the first 4 years of life. Delays or differences in patterns of language acquisition are sensitive indicators of developmental problems. The dynamic, complex nature of language and the variability in the timing of its acquisition poses a number of challenges for the assessment of young children. This paper summarises the key developmental milestones of language development in the preschool years, providing a backdrop for understanding difficulties with language learning. Children with specific language impairment (SLI) are characterised illustrating the types of language difficulties they exhibit. Genetic evidence for language impairment suggests complex interactions among multiple genes of small effect. There are few consistent neurobiological abnormalities and currently there is no identified neurobiological signature for language difficulties. The assessment of young children's language skills thus focuses on the evaluation of their performances in comparison to typically developing peers. Assessment of language abilities in preschool children should involve an evaluation of both expressive and receptive skills and should include an evaluation of more than one dimension of language. The use of a single measure of a language component, such as vocabulary, is considered inadequate for determining whether preschool children have typical language or language impairment. Available evidence supports the inclusion of measures of phonological short-term memory in the assessment of the language abilities of preschool children. Further study of genetic, neurobiological and early behavioural correlates of language impairments in preschool children is needed.

  17. Assessment of English language learners: using parent report on first language development.

    Science.gov (United States)

    Paradis, Johanne; Emmerzael, Kristyn; Duncan, Tamara Sorenson

    2010-01-01

    Obtaining information on both languages of English language learners for assessment can be a challenge in a multilingual context. It is often difficult or impossible to observe a child's first language directly due to the absence of resources available in every language spoken. The objectives of this study were (1) to develop a parent questionnaire on the first language development of English language learners that is not specific to a particular language/cultural group: the Alberta Language and Development Questionnaire (ALDeQ), and (2) to test how well scores on the ALDeQ differentiated between English language learners with typical development and those with language impairment. Participants were 139 typically developing children and 29 children with language impairment, aged 69 months with 18 months of exposure to English through preschool or school, on average. The ALDeQ consists of four sections: early milestones, current first language abilities, behaviour patterns and activity preferences, and family history. ALDeQ total scores are proportions calculated across all sections. t-test analyses revealed robust between-group differences for ALDeQ total scores, and for each section score, with medium to very large effect sizes. Linear discriminant function analysis showed the ALDeQ total scores to be a significant and moderate discriminator between the typically developing and language impaired group, but with better specificity than sensitivity. The early milestones section scores emerged as the strongest discriminator among the four section scores. Parent responses showed that both the typically developing and language-impaired groups included children experiencing first language loss, but nevertheless, the current first language abilities section was the second strongest between-group discriminator. The ALDeQ would be useful to speech-language pathologists for obtaining information on English language learners' first language development, in particular where

  18. Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.

    Science.gov (United States)

    Lonigan, Christopher J; Allan, Darcey M; Goodrich, J Marc; Farrington, Amber L; Phillips, Beth M

    Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age population, many of these children are at significant risk of academic difficulties. We examined the relations between inhibitory control and academic skills in a sample containing a large number of Spanish-speaking preschoolers. Overall, the children demonstrated substantial academic risk based on preschool-entry vocabulary scores in the below-average range. Children completed assessments of language, literacy, and math skills in English and Spanish, when appropriate, at the start and end of their preschool year, along with a measure of inhibitory control, the Head-Toes-Knees-Shoulders task, which was administered at the start of the preschool year in the child's dominant conversational language. Scores on this last measure were lower for children for whom it was administered in Spanish. For both English and Spanish outcomes, those scores were significantly and uniquely associated with higher scores on measures of phonological awareness and math skills but not vocabulary or print knowledge skills.

  19. 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...

  20. 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...

  1. Language Training: English Courses

    CERN Document Server

    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...

  2. 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...

  3. 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 ...

  4. Supporting Children's Oral Language Development in the Preschool Classroom

    Science.gov (United States)

    Whorrall, Jennifer; Cabell, Sonia Q.

    2016-01-01

    Supporting children's oral language development during the preschool years is critical for later reading success. Research shows that preschool teachers may be missing opportunities to engage children in the kinds of conversations that foster the development of rich oral language skills. Teachers hoping to support these skills can provide children…

  5. Supporting Children's Oral Language Development in the Preschool Classroom

    Science.gov (United States)

    Whorrall, Jennifer; Cabell, Sonia Q.

    2016-01-01

    Supporting children's oral language development during the preschool years is critical for later reading success. Research shows that preschool teachers may be missing opportunities to engage children in the kinds of conversations that foster the development of rich oral language skills. Teachers hoping to support these skills can provide children…

  6. Using Trialogues to Measure English Language Skills

    Science.gov (United States)

    So, Youngsoon; Zapata-Rivera, Diego; Cho, Yeonsuk; Luce, Christine; Battistini, Laura

    2015-01-01

    We explored the use of technology-assisted, trialogue-based tasks to measure the English language proficiency of students learning English as a second or foreign language. A presumed benefit of the system for language assessment is its suitability for use in scenario-based tasks that integrate multiple language skills. This integration allows test…

  7. Using Trialogues to Measure English Language Skills

    Science.gov (United States)

    So, Youngsoon; Zapata-Rivera, Diego; Cho, Yeonsuk; Luce, Christine; Battistini, Laura

    2015-01-01

    We explored the use of technology-assisted, trialogue-based tasks to measure the English language proficiency of students learning English as a second or foreign language. A presumed benefit of the system for language assessment is its suitability for use in scenario-based tasks that integrate multiple language skills. This integration allows test…

  8. Book Review: English Language Learning and Technology

    OpenAIRE

    Shojaei, Abouzar; Motallebzadeh, Khalil

    2016-01-01

    This book is a very helpful book which gives us information and knowledge of using technology in language learning and teaching. It contains detailed consideration to articulatory and auditory Language learning as well as to the practicalities of English language learning. The book discusses the relationship between English language learning and technology. 

  9. 75 FR 13751 - Office of English Language Acquisition; Overview Information; Language Enhancement, and Academic...

    Science.gov (United States)

    2010-03-23

    ... Office of English Language Acquisition; Overview Information; Language Enhancement, and Academic... Deputy Secretary and Director for the Office of English Language Acquisition, Language Enhancement, and... Secretary and Director, Office of English Language Acquisition, Language Enhancement, and Academic...

  10. A Three Year Evaluation Study of a Bilingual Curriculum Program for Limited English Proficient Hispanic Preschoolers in Head Start.

    Science.gov (United States)

    Saenz, Adam L.; Garza, Syvia; Ochoa, Salavador Hector; Leyva, Collette; Ramirez, Eleazar; Carter, Nell; Rice, Mike; Minness, Anne

    This 3-year study evaluated a culturally and linguistically appropriate curriculum for 168 preschool children in a southwest Head Start program. Three yearly student cohorts (1997-98, 1998-99, 1999-2000) have participated in the study evaluating the Language Enrichment Activities Program (LEAP) as the curriculum. During Year 1, the English LEAP…

  11. 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.

  12. The function of the English Language and Literature to Student’s English Language Ability

    Institute of Scientific and Technical Information of China (English)

    李晗

    2015-01-01

    Nowadays with the globalization developed, our country has a close relationship with other countries especially in economy, culture, and politics.English become very important when we communicate with other countries.Consequently, we should develop students’ English language ability.English language and literature has a great function to students’ English language ability.

  13. 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 ...

  14. Language Training: English Training

    CERN Multimedia

    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...

  15. 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...

  16. Communicative English Language Teaching in China

    Institute of Scientific and Technical Information of China (English)

    徐晓颂

    2015-01-01

    This article centers on one of the widely discussed teaching approaches: Communicative Language Teaching (CLT).Language is a means of communication. Undoubtedly, foreign language teaching is to cultivate students' communicative competence of using a foreign language. China, as the country with the largest population learning English in the world, is extensively involved in ommunicative language teaching. Communicative approach in English language teaching is frequently discussed and debated.

  17. 维特根斯坦的“语言游戏说”对高职学前教育专业英语口语教学的启示%Enlightenment of Wittgenstein's"language games"on oral English teaching of preschool education major in higher vocational colleges

    Institute of Scientific and Technical Information of China (English)

    罗晗

    2014-01-01

    Oral English teaching is an important way to improve the students' oral English ability, but in recent years, English teaching in higher vocational education teaching effect is not optimistic. This paper aims to explore the enlightenment of Wittgenstein's"language games"on oral English teaching of preschool education major in higher vocational colleges.%英语口语教学是提高学生英语口语能力的重要方式,但是近年来英语口语教学在高职学前教育专业的教学效果不容乐观。本文旨在探讨维特根斯坦的“语言游戏说”对高职学前教育专业英语口语教学的启示。

  18. The Role of Language Laboratory in English Language Learning Settings

    Science.gov (United States)

    Mohammed, Abdelaziz

    2017-01-01

    This study aims at determining the relationship between language labs and the effective ways of mastering better performance of English language. The study raised two questions. They are "Is language laboratory useful in teaching English to Saudi students?" And "How do language labs help in improving students' performance?"…

  19. English language teaching methods and approaches

    OpenAIRE

    Daskalovska, Nina; Ivanovska, Biljana

    2012-01-01

    This handbook for English language students presents the major teaching methods and approaches that have been used in English language teaching and learning. It is divided into two parts. Part I gives an overview of first and second/foreign language acquisition theories, such as the behaviourist, the innatist, the cognitive, the interactionist and the creative-construction theory. Part II describes the English language teaching methods and approaches that have been popular at different times ...

  20. 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.

  1. Socio-Emotional Skills, Behavior Problems, and Spanish Competence Predict the Acquisition of English among English Language Learners in Poverty

    Science.gov (United States)

    Winsler, Adam; Kim, Yoon Kyong; Richard, Erin R.

    2014-01-01

    This article analyzes the role that individual differences in children's cognitive, Spanish competence, and socio-emotional and behavioral skills play in predicting the concurrent and longitudinal acquisition of English among a large sample of ethnically diverse, low-income, Hispanic preschool children. Participants assessed at age 4 for language,…

  2. First- and Second-Language English Literacy.

    Science.gov (United States)

    Paul, Peter V.

    1996-01-01

    Through a review of the research, this article demonstrates that developing literacy in English as a first language is essentially similar to developing literacy in English as a Second Language for both students with normal hearing and students with hearing impairments. The implications for teaching literacy skills in English are discussed. (CR)

  3. Weblogs for English Language Learning: Students' Perceptions

    Science.gov (United States)

    Wan, Juida; Tan, Bee Hoon

    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…

  4. Associations between preschool language and first grade reading outcomes in bilingual children.

    Science.gov (United States)

    Davison, Megan Dunn; Hammer, Carol; Lawrence, Frank R

    2011-01-01

    It is well established that monolingual preschoolers' oral language development (vocabulary and oral comprehension) contributes to their later reading abilities; however, less is known about this relationship in bilingual populations where children are developing knowledge of two languages. It may be that children's abilities in one language do not contribute to their reading abilities in their other language or that children's experiences with either language assist them in developing a common underlying proficiency that they draw upon when learning to read. The purpose of this study was to investigate the relationship among bilingual children's receptive language development and reading outcomes in first grade. Eighty-one bilingual children who were attending Head Start participated in the study. Growth curve models were used to examine the relationship between children's language abilities during two years in Head Start and reading outcomes at the end of first grade. Children's growth in both English and Spanish receptive vocabulary and oral comprehension predicted their English and Spanish reading abilities at the end of first grade within languages. Associations were also observed between languages with growth in English receptive language predicting Spanish reading comprehension and growth in Spanish receptive language predicting English reading comprehension.

  5. Words for English-Language Learners

    Science.gov (United States)

    Biemiller, Andrew

    2012-01-01

    It is well-established that vocabulary is the strongest predictor of reading comprehension from grades 2 or 3 on. In this article, I argue (a) that English vocabulary is acquired in a similar sequence by native-English speakers and English-language learners; and (b) that it is possible to identify words that both lower-vocabulary English-speakers…

  6. 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

  7. Identity, Literacy, and English Language Teaching

    Science.gov (United States)

    Norton, Bonny

    2013-01-01

    In the field of English language teaching, there has been increasing interest in the way literacy development is influenced by institutional and community practices, and the way power is implicated in language learners' engagement with text. In this paper, I trace the trajectory of my research on identity, literacy, and English language teaching,…

  8. Study on Sexism in the English language

    Institute of Scientific and Technical Information of China (English)

    汪洋

    2013-01-01

    Language is a mirror reflecting many aspects of the real world, gender inequality is also revealed in the use of language. With the rise of women’s awareness, the whole English world has experienced a tremendous changing to eliminate the sexism in the English language.

  9. Web-Based English Language Learning

    Science.gov (United States)

    Sarica, Gulcin Nagehan; Cavus, Nadire

    2008-01-01

    Knowledge of another language is an advantage and it gives people to look at the world and in particular to the world's cultures with a broader perspective. Learning English as a second language is the process by which students learn it in addition to their native language. Today, internet is an important part of our lives as English. For this…

  10. Identity, Literacy, and English-Language Teaching

    Science.gov (United States)

    Norton, Bonny

    2010-01-01

    In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners' engagement with text. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed…

  11. State Funding Mechanisms for English Language Learners

    Science.gov (United States)

    Millard, Maria

    2015-01-01

    Research is clear that English language learners (ELLs) perform better academically and achieve greater language proficiency when they have high-quality English language instruction.1 Like all supplemental services, these necessary supports require additional funding above the average per-student amount. The federal government provides grant…

  12. Spiritual Enlightenment From Language on English Learners

    Institute of Scientific and Technical Information of China (English)

    陈颖

    2009-01-01

    Language could be performed well with people who are familiar with the background and other factors of this language. As foreign language learners, performing well depends on knowledge of the attribute property of language and the post-natal education which plays a major role in language learning. Compared with the former one, post-natal education could be concerned by more and more learners. It is also an approach for English learners to know more about English and some relevant points.

  13. Error Analysis in English Language Learning

    Institute of Scientific and Technical Information of China (English)

    杜文婷

    2009-01-01

    Errors in English language learning are usually classified into interlingual errors and intralin-gual errors, having a clear knowledge of the causes of the errors will help students learn better English.

  14. Brief Analysis on Sexism in English Language

    Institute of Scientific and Technical Information of China (English)

    Zhang Long; Wang Xiangjin

    2008-01-01

    English language,to some extent,reflects a sexist society.Linguistic directions of degrading and devaluing female can be located everywhere.This paper tries to investigate linguistic sexism against women in English words.The purpose is to disclose some of the features of English language that suggest cultural biases and socially unjust attitudes towards women.The study will help us to have a better understanding of the relationship between language and society.

  15. The Deterioration of the English Language

    Institute of Scientific and Technical Information of China (English)

    尹轶群

    2013-01-01

    The English language has been deteriorating because of the modern e-mail and chat room language abbreviations, in-corporation of different dialects depending on culture, and the inappropriate use of words as well as incorrect spelling. If we want to keep English language from deterioration, we should take advantage of the advances in technology and to learn about other cultures dialects, but we should keep the proper written and spoken English in mind.

  16. Axiological Role of English Adjectives in English Language Teaching

    Science.gov (United States)

    Zerkina, Natalya N.; Kostina, Nataliia N.; Urazayeva, Nailya R.; Lomakina, Yekaterina A.; Emets, Tatiana V.; Gallyamova, Maria S.; Melnikova, Elena P.; Trutnev, Alexey Yu.; Lukina, Oksana A.

    2016-01-01

    The article focuses on peculiarities of English adjective teaching as one of main and important lexicological basis. As the English language nowadays is important and universal as a native language of worldwide society, exactly that's why process of learning must include wide range of techniques not only as a process of learning theories but also…

  17. Integrating Science and English Proficiency for English Language Learners

    Science.gov (United States)

    Lee, Okhee; Buxton, Cory A.

    2013-01-01

    Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to…

  18. 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…

  19. 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…

  20. Picking up the Threads. Languaging in a Swedish Mainstream Preschool

    Science.gov (United States)

    Puskás, Tünde

    2017-01-01

    This paper examines the strategies monolingual teachers use to scaffold meaning and encourage and enhance verbal communication with emergent bilingual children in a Swedish mainstream preschool. The study is based on ethnographic fieldwork in a preschool group in which seven of twelve children spoke Swedish as their second, additional language.…

  1. Language Competence and Social Focus among Preschool Children

    Science.gov (United States)

    Naerland, Terje

    2011-01-01

    This study explores how various aspects of language competence are related to social focus among preschoolers. The study presented is based on video-recorded observation of 64 children, aged 11-61 months, during free play at their kindergarten. A measure of social focus in the preschool, regarded as an indicator of social status, was constructed…

  2. AQA GCSE English language workbook

    CERN Document Server

    Brindle, Keith

    2015-01-01

    Maximise your potential and build the skills needed to succeed with this exam-focused Workbook; packed with practice questions for every section of the AQA GCSE English Language exam papers. - Guides you through both exam papers with a unique question-by-question approach that helps you feel confident tackling terminal assessment - Provides a complete solution to exam preparation with over 200 practice questions that cover every element of Papers 1 and 2, plus answers for every activity online - Improves extended writing skills through formal exam-style tasks for every question type - Encourages rolling revision across the years as you progressively develop your skills in class and at home - Enables you to see how to target the top grades with easy-to-understand mark schemes - Offers unrivalled insider insight and practical advice from Keith Brindle, a bestselling English textbook author with decades of experience as a senior examiner, teacher and skills trainer.

  3. Using a Teacher Rating Scale of Language and Literacy Skills with Preschool Children of English-Speaking, Spanish-Speaking, and Bilingual Backgrounds

    Science.gov (United States)

    Rodriguez, Barbara L.; Guiberson, Mark

    2011-01-01

    The purpose of this study was to examine the relationship between a teacher report measure, the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson et al. in "Teacher rating of oral language and literacy (TROLL): a research-based tool." Center for the Improvement of Early Reading Achievement, University of Michigan, Ann Arbor,…

  4. Teaching English as a Second Language.

    Science.gov (United States)

    Katcher, Roberta

    This document contains ideas for teaching English as a second language to young children from varied language backgrounds. Several visual aids are discussed: the object box, pictorial games, the felt board and experience chart, action games, and instructional pictures. (VM)

  5. Education and Language: Errors in English Language and their Remedies

    OpenAIRE

    Mukuthuria, Mwenda; Gatavi, Margaret; Muriungi, Peter Kinyua

    2011-01-01

    Problem Statement: The current study tries to investigate the nature and typology of errors that primary school pupils in Nembure Division, Embu County, Kenya make in the acquisition of English as a second language. Primary school learners of English as a second language are prone to making numerous errors. This is worrying because good performance in English in Kenya and the world enhances a learner’s choice of prestigious careers especially those that strictly consider English as a special ...

  6. Language Features of Advertising English

    Institute of Scientific and Technical Information of China (English)

    郑笑怡

    2007-01-01

    1 .Advertising English We live in a world of advertisements. Everyday hundreds of thousands advertisement make an impact on our lives. They imply information of products and services through various media, on the other hand, they play a fundamental and unparalleled role in affecting people's customs, habits, cultural and esthetical values. It's magical power lies between lines. Advertising is a special literary form, it has become an important means of communicating ideas, demonstrating a variety of linguistic features of its own. So, advertising language, playing a role of communication

  7. Language Context and English Teaching

    Institute of Scientific and Technical Information of China (English)

    宋玉波

    2006-01-01

    Improvisation or transfer is the core of a course,based on the communicative approach. That is,the students are required to transfer what they learned in the textbook to real-life situation as far as possible. And in the present-day textbook of Middle School, the courses are organized in authentic everyday situations in which students can easily identify. So in the process of English teaching,it is very important for the teachers to set the language contexts correctly and flexibly.

  8. Invented rule with English language learners.

    Science.gov (United States)

    Boyer, Valerie E; Martin, Kathryn Y

    2012-07-01

    The purpose of this study was to utilize an invented rule with English language learners (ELLs) in a clinical setting to determine differences based on language and age of the children. The performance was correlated with teacher reports of strong and weak language learning. Using a within-participants design, ELLs of age three to five were taught to apply a nonsense morpheme to signal a semantic difference. The invented rule was taught and responses were elicited in both English and English with Spanish interpretation. No significant difference for language was identified. Effect sizes for age were large (English, eta = 0.389, and English + Spanish, eta = 0.430) with five-year-old participants more likely to apply the rule to novel stimuli regardless of language. The performance of the majority of the participants correlated with teacher reports. The invented rule may provide a mechanism for assessing processing independent of prior language knowledge.

  9. Lithuanian narrative language at preschool age

    Directory of Open Access Journals (Sweden)

    Ingrida Balčiūnienė

    2012-05-01

    Full Text Available The paper deals with the main linguistic indications of Lithuanian preschoolers’ narratives. The analysis is based on experimental data of 24 typically developing monolingual Lithuanian children (6–7 years of age from middle-class families, attending a state kindergarten in Kaunas (Lithuania. During the experiment, the children were asked to tell a story according to the Cat Story (Hickmann 1993 picture sequence. The stories were recorded, transcribed and annotated for an automatic analysis using CHILDES software. During the analysis, the syntactic complexity, lexical diversity, and general productivity (MLUw and type/token ratio of the narratives were investigated. The results indicated the main microstructural tendencies of Lithuanian narrative language at preschool age.DOI: http://dx.doi.org/10.5128/ERYa8.02

  10. "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…

  11. 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…

  12. Second Language Users and Emerging English Designs

    Science.gov (United States)

    Jordan, Jay

    2009-01-01

    As English spreads as an international language, it evolves through diverse users' writing and speaking. However, traditional views of ESL users focus on their distance from fairly static notions of English-language competence. This research uses a grounded theory approach to describe a range of competencies that emerge in ESL users' interactions…

  13. English Loanwords in Spanish Computer Language

    Science.gov (United States)

    Cabanillas, Isabel de la Cruz; Martinez, Cristina Tejedor; Prados, Mercedes Diez; Redondo, Esperanza Cerda

    2007-01-01

    Contact with the English language, especially from the 20th century onwards, has had as a consequence an increase in the number of words that are borrowed from English into Spanish. This process is particularly noticeable in Spanish for Specific Purposes, and, more specifically, in the case of Spanish computer language. Although sociocultural and…

  14. English as a Minority Language in Quebec

    Science.gov (United States)

    Boberg, Charles

    2012-01-01

    The variety of English spoken by about half a million people in the Canadian province of Quebec is a minority language in intensive contact with French, the local majority language. This unusual contact situation has produced a unique variety of English which displays many instances of French influence that distinguish it from other types of…

  15. Global Expansion and English Language Learning

    Science.gov (United States)

    Andrade, Maureen Snow

    2016-01-01

    Demand for higher education is global. As institutions extend opportunities beyond their borders, English language proficiency must be considered. This chapter focuses on considerations related to global expansion, with an emphasis on the role of distance English language courses and the distinct considerations in their development.

  16. RELIABILITY OF THE GERMAN LANGUAGE VERSION OF THE PRESCHOOL AND KINDERGARTEN BEHAVIOR SCALES SECOND EDITION

    Directory of Open Access Journals (Sweden)

    Aida Al Awmleh

    2013-01-01

    Full Text Available The purpose of this study was to examine the reliability and validity of the English and German language versions of the behavior rating scale, Preschool and Kindergarten Behavior Scales, Second Edition (PKBS-2 and make a comparison between them. Data were collected from (37 preschool-age children using both the English and German versions. Internal consistency, testing and retesting, alternate [language] versions and standard error of measurement were used to evaluate the reliability of the German-English (PKBS-2 versions. The alpha and split-half coefficients for the German (PKBS-2 total scores range from 0.94 to 0.96. After three weeks, bivariate Pearson correlations indicate that the resulting coefficients of stability are significant at the (0.001 level and the test-retest reliabilities for problem behavior scores are higher than social skills scores in both the German and English versions. The reliability coefficients for social skills were 0.63 for the 3-week retest in the English version and 0.61 for the retest in German; the coefficients for problem behavior were 0.83 using the English version and 0.81 in German.

  17. 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

  18. Building Schema for English Language Learners

    Science.gov (United States)

    Navarro, Ann M.

    2008-01-01

    Background: Many classrooms today have ESL students who do not speak English and are completely lost. How can teachers help these students comprehend what they are learning in English? Purpose: The purpose of this research is to identify effective reading strategies to build schema for English language learners (ELLs) to help them comprehend.…

  19. Pragmatic Failure and English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    张彦苓

    2004-01-01

    This paper illustrates the definition and classification of pragmatic failure, causes of pragmatic failure and relation between pragmatic failure and English language teaching based on cross-cultural communication and pragmatic theory. It analyses students' pragmatic failure during their learning English and communicating with native speakers of English in detail, points out that English language teaching should take communicative culture and training students' pragmatic competence as main points. When teachers of English improve students' speech competence, they also should let students know the close relation between cultural differences and pragmatic differences and cross-cultural communication. Thus they should improve students' pragmatic competence to reduce their pragmatic failure.

  20. TEACHING LEGAL ENGLISH AS A SECOND LANGUAGE

    Directory of Open Access Journals (Sweden)

    BADEA ELENA CODRUTA

    2012-05-01

    Full Text Available In the last two decades, legal English has attracted increasing interest and awareness, especially because English is predominantly the language of international legal practice. Legal English must be seen in the overall context of English for Specific Purposes , as it shares the important elements of need analysis, syllabus design, course design, and materials selection and development which are common to all fields of work in ESP. As with other varieties of ESP, Legal English implies the definition of a specific language corpus, usages of various teaching strategies and emphasis on particular kinds of communication in a specific context.The article aims to highlight some aspects of teaching legal English by a non-native teacher who is not an expert in law. It particularly focuses attention on the development of basic communication skills and the use of lexical approaches in successful language acquisition in legal English.

  1. Preschool Cognitive and Language Skills Predicting Kindergarten and Grade 1 Reading and Spelling: A Cross-Linguistic Comparison

    Science.gov (United States)

    Furnes, Bjarte; Samuelsson, Stefan

    2009-01-01

    The importance of cognitive and language skills on reading and spelling development were investigated in a cross-linguistic longitudinal study of 737 English-speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge…

  2. Language Teachers' Attitudes, Beliefs, Professional Knowledge, and Views on Professional Development: An Exploratory Study at a Preschool TEFL Setting

    Science.gov (United States)

    Lin, Zheng

    2013-01-01

    This article reports on an exploratory study of English as a foreign language (EFL) teachers' attitudes, beliefs, and professional knowledge about teaching EFL (TEFL) in a preschool setting in China. The investigation is structured on a two-dimensional grid based on Calderhead's (1996) categorisation of teachers' attitudes and beliefs and…

  3. Bedtime Stories in English: Field-Testing Comprehensible Input Materials for Natural Second-Language Acquisition in Japanese Pre-School Children

    Science.gov (United States)

    Hamilton, Robert

    2014-01-01

    In this study, the prototype of a new type of bilingual picture book was field-tested with two sets of mother-son subject pairs. This picture book was designed as a possible tool for providing children with comprehensible input during their critical period for second language acquisition. Context is provided by visual cues and both Japanese and…

  4. Preschool Language Profiles of Children at Family Risk of Dyslexia: Continuities with Specific Language Impairment

    Science.gov (United States)

    Nash, Hannah M.; Hulme, Charles; Gooch, Debbie; Snowling, Margaret J.

    2013-01-01

    Background: Children at family risk of dyslexia have been reported to show phonological deficits as well as broader language delays in the preschool years. Method: The preschool language skills of 112 children at family risk of dyslexia (FR) at ages 3½ and 4½ were compared with those of children with SLI and typically developing (TD) controls.…

  5. Spanish Vocabulary-Bridging Technology-Enhanced Instruction for Young English Language Learners' Word Learning

    Science.gov (United States)

    Leacox, Lindsey; Jackson, Carla Wood

    2014-01-01

    This study examined preschool and kindergarten English language learners (ELLs) attending a migrant summer programme and their vocabulary word learning during both adult-read and technology-enhanced repeated readings. In a within-subject design, 24 ELLs (four to six years old) engaged in repeated readings in a control and a treatment condition. In…

  6. Improving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development.

    Science.gov (United States)

    Cabell, Sonia Q; Downer, Jason T

    2011-10-01

    MyTeachingPartner (MTP) is a web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial indicated that for English-only classrooms, teachers receiving a high level of support had students who made greater gains in language and literacy skills than teachers who only received access to a curricular supplement. Three implications are drawn from these findings: (1) on-going, video-based consultation holds promise not only for altering teacher-child interactions, but also improving children's learning, (2) technology allows teachers to receive intensive, effective support from a distance, and (3) there is still much to be learned about how professional development can support effective teaching of language and literacy skills to children whose home language is not English.

  7. Preparing Dual Language Teachers to Educate English Language Learners

    Science.gov (United States)

    Craft-Coleman, Sylvia L.

    2013-01-01

    The purpose of this qualitative embedded multiple case study was to explore the teaching strategies, skills, and knowledge received from English language learner professional development (ELLPD) trainings and seminars and how the application of ELLPD content affected communication with English language learners in the mainstream classroom. The…

  8. World English and the Future of English Language Teaching in China

    Institute of Scientific and Technical Information of China (English)

    吴艳

    2008-01-01

    The development and wide spread of English language has led to the internationalization and localization of English language, during which English language is widely used in international communications by people with different mother tongues, in addition, English variations on different levels and local varieties have emerged. In consideration to the changes above, this paper aims to, firstly, examine the status of English language as an international language (ELL); secondly, explore the future of English language teaching (ELT) in China under a global context.

  9. English language teachers’ professional development and identities

    OpenAIRE

    2014-01-01

    This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use of a series of three interviews and other qualitative data collection methods, the article demonstrates the intimate and intricate connection betwee...

  10. Analysis on Language Transfer And English Learning

    Institute of Scientific and Technical Information of China (English)

    龙宗莉

    2013-01-01

    Language is an important part of culture. With the development of global economy and the integration of the world,English is playing a more and more important role in communication. But for Chinese students,negative language transfer is a big obstacle that they must overcome if they want to master this language. In this paper,I will mainly analyze causes and different kinds of negative transfer in English learning.

  11. 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...

  12. The language growth of spanish-speaking English language learners.

    Science.gov (United States)

    Rojas, Raúl; 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 (6,516 Spanish; 5,732 English) produced by 1,723 ELLs during the first 3 years of formal schooling (M age at first observation = 5 years 7 months). Results indicated distinct trajectories of language growth over time for each language differentially impacted by summer vacation and gender, significant intra- and interindividual differences in initial status and growth rates across both languages, and language-specific relations between language growth and initial status. Implications of ELLs' language growth are discussed. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

  13. Phonological Acquisition in Simultaneous Bilingual Mandarin-English Preschoolers

    Science.gov (United States)

    Liu-Shea, May

    2011-01-01

    Purpose: Significant challenges face speech-language pathologists when children raised in bilingual environments are referred for speech-language evaluations. The situation is compounded for bilingual Mandarin-English children because no research-based data is available to date. This study is a preliminary examination of phonological acquisition…

  14. The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons

    Science.gov (United States)

    Anderson, Alida; Loughlin, Sandra M.

    2014-01-01

    Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N = 18) with…

  15. The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons

    Science.gov (United States)

    Anderson, Alida; Loughlin, Sandra M.

    2014-01-01

    Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N = 18) with…

  16. Invented Rule with English Language Learners

    Science.gov (United States)

    Boyer, Valerie E.; Martin, Kathryn Y.

    2012-01-01

    The purpose of this study was to utilize an invented rule with English language learners (ELLs) in a clinical setting to determine differences based on language and age of the children. The performance was correlated with teacher reports of strong and weak language learning. Using a within-participants design, ELLs of age three to five were taught…

  17. Culture Influences on English Language Teaching

    Science.gov (United States)

    Zhang, Xue-wei; Yan, Ying-jun

    2006-01-01

    It's obvious that the teaching situation and teaching methods used in English Language Teaching (ELT) in China need to be changed to involve culture instead of language knowledge only. To further explain the importance of culture teaching, teachers need to know to what extent cultural background knowledge influences language learning and teaching,…

  18. Invented Rule with English Language Learners

    Science.gov (United States)

    Boyer, Valerie E.; Martin, Kathryn Y.

    2012-01-01

    The purpose of this study was to utilize an invented rule with English language learners (ELLs) in a clinical setting to determine differences based on language and age of the children. The performance was correlated with teacher reports of strong and weak language learning. Using a within-participants design, ELLs of age three to five were taught…

  19. 76 FR 14954 - National Professional Development Program; Office of English Language Acquisition, Language...

    Science.gov (United States)

    2011-03-18

    ... National Professional Development Program; Office of English Language Acquisition, Language Enhancement... accelerates ELs' acquisition of language, literacy, and content knowledge. Definition: The following... Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students...

  20. Early Writing Deficits in Preschoolers with Oral Language Difficulties

    Science.gov (United States)

    Puranik, Cynthia S.; Lonigan, Christopher J.

    2012-01-01

    The purpose of this study was to investigate whether preschool children with language impairments (LI), a group with documented reading difficulties, also experience writing difficulties. In addition, a purpose was to examine if the writing outcomes differed when children had concomitant cognitive deficits in addition to oral language problems. A…

  1. Cultural Education in English Language teaching

    Institute of Scientific and Technical Information of China (English)

    易虹

    2008-01-01

    The cultural education has various influences for the English language teaching, Therefore, the teachers should pay much attention to the dissemination of cultural knowledge to the students. This thesis starts with the definition of culture. And then it analyzes the cause from the cultural education. We can have a thorough understanding of the cultural education from different angles to interpret the cultural education. The conclusion part of the paper, it illustrates explicitly the relationship between English. It starts with the function of English on the science technology, at last, the paper has a general conclusion of the content, focusing on the cultural education in English language teaching.

  2. Error Analysis and English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    Ma; Jinling

    2015-01-01

    The theory of Error Analysis is a crucial part in the research of second language acquisition and it has significant influence on exploring the pattern of English teaching.Although there are some limitations in error analysis both in theory and practice, its significant role has been proved and recognized.It is inevitable that how to scientifically treat the errors will be become more and more popular in modern English teaching.The aim of this paper is to show the importance of error analysis in English teaching and also present how well it can function in English language teaching.

  3. Classroom Language Environment and Seniors' Oral English

    Institute of Scientific and Technical Information of China (English)

    刘丽平

    2009-01-01

    The current situation of English teaching cannot keep pace with the requirements of the Senior High School Standards (the Ministry of Education, 2003). Due to the influences of the traditional teaching method, some English teachers still insist on the teacher-centered teaching approaches. The result is that there is less target language (TL) input and TL output in class, and senior students are weak in their oral English. This paper attempts to discuss the importance of language environment in classroom and find some appropriate ways to improving seniors' oral English.

  4. 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

  5. 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

  6. 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

  7. Teaching Pronunciation to Adult English Language Learners. CAELA Network Brief

    Science.gov (United States)

    Schaetzel, Kirsten; Low, Ee Ling

    2009-01-01

    Adult English language learners in the United States approach the learning of English pronunciation from a wide variety of native language backgrounds. They may speak languages with sound systems that vary a great deal from that of English. The pronunciation goals and needs of adult English language learners are diverse. These goals and needs…

  8. 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…

  9. The Dimensionality of Spanish in Young Spanish-English Dual-Language Learners.

    Science.gov (United States)

    2015-06-01

    This study examined the latent dimensionality of Spanish in young Spanish-English dual-language learners (DLLs). Two hundred eighty-six children participated. In their prekindergarten year, children completed norm-referenced and experimental language measures in Spanish requiring different levels of cognitive processing in both receptive and expressive language modalities. The best-fitting model suggested a bifactor solution with a single general language factor L plus two additional factors word knowledge and integrative language knowledge. The general trait L reflects the proportion of common item variance for all of the items, and the group traits of word knowledge and integrative language knowledge explain additional domain-specific variance for those item subsets. Results suggest that the Spanish language in preschool-age Spanish-English DLLs is not separable into content, form, and use, nor is it separable by higher- and lower-level language domains or processing demands. Instead it appears that a general language factor underlies oral language in Spanish in DLL preschoolers and that other factors account for additional variance over and above L. Findings are discussed in relation to a companion study of monolingual English-speaking prekindergarteners.

  10. Authority in language investigating standard English

    CERN Document Server

    Milroy, James

    2012-01-01

    Authority in Language explores the perennially topical and controversial notion of correct and incorrect language.James and Lesley Milroy cover the long-running debate over the teaching of Standard English in Britain and compare the language ideologies in Britain and the USA, involving a discussion of the English-Only movement and the Ebonics controversy. They consider the historical process of standardisation and its social consequences, in particular discrimination against low-status and ethnic minority groups on the basis of their language traits.

  11. ENGLISH LOANS IN SWAHILI NEWSPAPER FOOTBALL LANGUAGE

    African Journals Online (AJOL)

    Dr. Josephine Dzahene-Quarshie

    Swahili football language is influenced by English in diverse ways. This paper seeks .... attempts to throw some light on the more subtle contact induced vocabulary ..... standardized by the Institute of Kiswahili Research to exist side by side. 8.

  12. Taiwanese student reaction to English language internet ...

    African Journals Online (AJOL)

    Taiwanese student reaction to English language internet teleconferencing ... strengthen the integrative motivation of students who rarely have the opportunity to ... Perceptions of the distance-learning experience were often framed in terms of

  13. Storytelling with robots: Learning companions for preschool children's language development

    OpenAIRE

    Kory, Jacqueline Marie; Breazeal, Cynthia Lynn

    2014-01-01

    Children's oral language skills in preschool can predict their academic success later in life. As such, increasing children's skills early on could improve their success in middle and high school. To this end, we propose that a robotic learning companion could supplement children's early language education. The robot targets both the social nature of language learning and the adaptation necessary to help individual children. The robot is designed as a social character that interacts with chil...

  14. Factors of Sexism in English Language

    Institute of Scientific and Technical Information of China (English)

    雪莲

    2014-01-01

    Women were always considered to be the weaker sex and were looked down upon since ancient times in our society. This is called gender bias. The ubiquitous of such kind of prejudice in English language display a phenomenon of society,which is aggravating the expansion of sexual discrimination. This paper is devoted to the detailed study of sexism in the English language and several factors will be offered to support my standpoint.

  15. Factors of Sexism in English Language

    Institute of Scientific and Technical Information of China (English)

    雪莲

    2014-01-01

    Women were always considered to be the weaker sex and were looked down upon since ancient times in our society. This is called gender bias. The ubiquitous of such kind of prejudice in English language display a phenomenon of society, which is aggravating the expansion of sexual discrimination. This paper is devoted to the detailed study of sexism in the English language and several factors will be offered to support my standpoint.

  16. Globalization of English as a Corporate Language

    OpenAIRE

    ALINA MARIA ZAHARIA; RADU LOLESCU

    2009-01-01

    Linguistic and cultural knowledge are very important nowadays when doing business in an international environment. Due to the rapid development of trade in Romania and in the other Member States of the European Union business English has become more and more important in the economic field. The world’s language situation is undergoing some significant changes and that is why I will try to describe the development of English as a global language. The linguistic globalisation is not an internal...

  17. Evangelical Christians and English Language Teaching

    Science.gov (United States)

    Varghese, Manka M.; Johnston, Bill

    2007-01-01

    Evangelical Christians are an enduring and growing presence in the field of English language teaching worldwide and in the TESOL organization in particular. Yet to date, hardly any empirical research has been done on this population of teachers or on the links between English teaching, religious beliefs, and missionary work. This article reports…

  18. English, Language Dominance, and Ecolinguistic Diversity Maintenance

    DEFF Research Database (Denmark)

    Phillipson, Robert; Skutnabb-Kangas, Tove

    2013-01-01

    The chapter analyses how English became dominant and the implications of the expansion of dominant languages for the linguistic and cultural ecology and biodiversity. English has expanded through the imperialist and linguicist policies of the UK, the USA and the World Bank. Key structural and ide...

  19. The Linguist and the English Language.

    Science.gov (United States)

    Quirk, Randolph

    This collection of essays focuses on linguistic investigations of English, both spoken and written. The 12 chapters deal with Charles Dickens' linguistic criticism; eighteenth century prescriptivism; the relevance of language study to the study of Shakespeare; obstacles to the study of Old and Middle English; the contributions of R. G. Latham to…

  20. Core Strategies to Support English Language Learners

    Science.gov (United States)

    Barr, Sheldon; Eslami, Zohreh R.; Joshi, R. Malatesha

    2012-01-01

    Reading and vocabulary instruction can serve as an instructional process to respond to English language learner (ELL) needs. The purpose of this review of literature was to determine whether reading and vocabulary instruction should be used as core strategies for supporting ELLs requiring interventions as a response to the Texas English Language…

  1. English, Language Dominance, and Ecolinguistic Diversity Maintenance

    DEFF Research Database (Denmark)

    Phillipson, Robert; Skutnabb-Kangas, Tove

    2017-01-01

    The chapter analyses how English became dominant and the implications of the expansion of dominant languages for the linguistic and cultural ecology and biodiversity. English has expanded through the imperialist and linguicist policies of the UK, the USA and the World Bank. Key structural and ide...

  2. Teacher to Teacher: Supporting English Language Learners

    Science.gov (United States)

    McElroy, Edward J.

    2005-01-01

    The student population is changing, and teachers need new tools to help their English language learner (ELL) students. ELL students are learning to read, write, and speak English at the same time as they study history, science, math, and all the other subjects taught in our schools. This article describes one tool, the Colorin Colorado website,…

  3. Core Strategies to Support English Language Learners

    Science.gov (United States)

    Barr, Sheldon; Eslami, Zohreh R.; Joshi, R. Malatesha

    2012-01-01

    Reading and vocabulary instruction can serve as an instructional process to respond to English language learner (ELL) needs. The purpose of this review of literature was to determine whether reading and vocabulary instruction should be used as core strategies for supporting ELLs requiring interventions as a response to the Texas English Language…

  4. Phonological Skills in English Language Learners

    Science.gov (United States)

    Morrow, Alyse; Goldstein, Brian A.; Gilhool, Amanda; Paradis, Johanne

    2014-01-01

    Purpose: The purpose of this study was to examine the English phonological skills of English language learners (ELLs) over 5 time points. Method: Sound class accuracy, whole-word accuracy, percentage of occurrence of phonological patterns, and sociolinguistic correlational analyses were investigated in 19 ELLs ranging in age from 5;0…

  5. Morphophonemic Transfer in English Second Language Learners

    Science.gov (United States)

    Ping, Sze Wei; Rickard Liow, Susan J.

    2011-01-01

    Malay (Rumi) is alphabetic and has a transparent, agglutinative system of affixation. We manipulated language-specific junctural phonetics in Malay and English to investigate whether morphophonemic L1-knowledge influences L2-processing. A morpheme decision task, "Does this "nonword" sound like a mono- or bi-morphemic English word?", was developed…

  6. 77 FR 6168 - 60-Day Notice of Proposed Information Collection: English Language Evaluation Surveys, OMB...

    Science.gov (United States)

    2012-02-07

    ... Information Collection: English Language Evaluation: Fulbright English Teaching Assistantship (ETA) Program... Notice of Proposed Information Collection: English Language Evaluation Surveys, OMB Control Number 1405...: Voluntary. Title of Information Collection: English Language Evaluation: English Language Specialist...

  7. 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

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

    African Journals Online (AJOL)

    gold

    2012-07-26

    Jul 26, 2012 ... speak English as their first language, with about the same number speaking it ... deficiency in the all-important language is also reflected beyond the ... English language proficiency in comprehensive and or productive skills in.

  9. Integrating inquiry science and language development for English language learners

    Science.gov (United States)

    Stoddart, Trish; Pinal, America; Latzke, Marcia; Canaday, Dana

    2002-10-01

    The traditional approach to the education of language minority students separates English language development from content instruction because it is assumed that English language proficiency is a prerequisite for subject matter learning. The authors of this article take the alternate view that the integration of inquiry science and language acquisition enhances learning in both domains. The report describes a conceptual framework for science-language integration and the development of a five-level rubric to assess teachers' understanding of curricular integration. The science-language integration rubric describes the growth of teacher expertise as a continuum from a view of science and language as discreet unrelated domains to the recognition of the superordinate processes that create a synergistic relationship between inquiry science and language development. Examples from teacher interviews are used to illustrate teacher thinking at each level.

  10. Magazines for English Language Learners

    Institute of Scientific and Technical Information of China (English)

    Bill; Hofmann

    1999-01-01

    Dear American Professor, As an English learner, I always try to read as extensively as possible inEnglish. Among a sea of English books, newspapers and periodicals I havedeveloped a special liking for Reader’s Digest. It used to have its namesake in

  11. Adult Monolingual Policy Becomes Children's Bilingual Practice: Code-Alternation among Children and Staff in an English-Medium Preschool in Sweden

    Science.gov (United States)

    Boyd, Sally; Ottesjö, Cajsa

    2016-01-01

    Parents, teachers and institutions often attempt to implement monolingual policies in bilingual settings, believing that they thereby facilitate children's bilingual development. Children, however, often have their own communicative agendas. In this study, we investigate how the twofold language policy of an English-medium preschool in Sweden is…

  12. Anxiety in English Language Learning: A Case Study of English Language Learners in Saudi Arabia

    Science.gov (United States)

    Sadiq, Jamilah Mohammed

    2017-01-01

    Language anxiety as a specific aspect of language acquisition has occupied a great body of research for the past few decades. In this study, the level of foreign language anxiety among English language learners was investigated. This study was carried out with a quantitative research design using a survey methodology to collect data about the…

  13. 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.)

  14. 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.)

  15. Fricative acquisition in English- and Icelandic-speaking preschoolers with protracted phonological development.

    Science.gov (United States)

    Bernhardt, B May; Másdóttir, Thora; Stemberger, Joseph P; Leonhardt, Lisa; Hansson, Gunnar Ó

    2015-01-01

    Few studies have directly compared fricative development across languages. The current study examined voiceless fricative production in Icelandic- versus English-speaking preschoolers with protracted phonological development (PPD). Expected were: a low fricative match (with age effect), highest match levels for /f/ and non-word-initial fricatives, developmentally early mismatch (error) patterns including deletion, multiple feature category mismatches or stops, and developmentally later patterns affecting only one feature category. Crosslinguistic differences in phonetic inventories were predicted to provide different options for mismatch patterns, e.g. affricates in English, [+spread glottis] segments in Icelandic. For each language, native speakers audio-recorded and transcribed single-word speech samples for thirteen 3-year-olds and ten 4-year-olds. Predictions regarding mismatches were generally confirmed. Accuracy data were partially confirmed, /f/ having a lower match than /s/ overall for the Icelandic children. Other results reflected language or group differences. The data provide confirmation that phonological acquisition reflects crosslinguistic, language-specific and child-specific influences.

  16. 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.

  17. [Specific features of written medical English language].

    Science.gov (United States)

    Zorica, Antić

    2010-01-01

    Medical language is a special language used by experts in mutual communication. One of the characteristics of medical discourse community is writing research papers in English. When writing a research paper, it is necessary to apply appropriate rules based on the IMRAD structure. This structure has its own clearly defined style which is clear, precise, exact and objective. This style of writing reflects the characteristics of medical language. The most frequent problems that doctors encounter in this context predominantly refer to linguistic elements of English. Namely, a very common dilemma is related to the use of English tenses in specific parts of the IMRAD structure. Another problem is the use of specific expressions for introducing a research, presenting results and methods used, developing discussion and stating conclusions. This work aims to point out the specific style and structure of medical research papers in English with an outline of the linguistic elements used in this context.

  18. Aspects of English Language learning in Tripura

    OpenAIRE

    Majumder, Barnita

    2015-01-01

    Tripura is a hilly state. The community of this state is mostly tribes and Bengalese. The official language is English and Bengali. The Government vernacular medium schools and English medium schools support the use of the mother tongue in classroom. In vernacular medium schools it is obvious that all the subjects are written in Bengali except the subject English. But in English class also the mother tongue is used as a medium of instruction which is a hindrance to the students in the way of ...

  19. English Language Proficiency and Teacher Judgments of the Academic and Interpersonal Competence of English Language Learners

    Science.gov (United States)

    Freberg, Miranda E.

    2014-01-01

    The purpose of the study was to investigate how English language proficiency is related to teacher judgments of students' academic and interpersonal competence. It was hypothesized that English Language Learner (ELL) students would generally be perceived as having weaker academic and interpersonal skills than their non-ELL counterparts regardless…

  20. English Language Teachers’ Professional Development and Identities

    Directory of Open Access Journals (Sweden)

    Alberto Mora

    2014-04-01

    Full Text Available This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use of a series of three interviews and other qualitative data collection methods, the article demonstrates the intimate and intricate connection between teachers’ identities and their professional development. Education implications for policy makers and practitioners are discussed.

  1. Research-Based Vocabulary Instruction for English Language Learners

    Science.gov (United States)

    Chung, Stephanie F.

    2012-01-01

    A major reading-achievement gap exists between English language learners and English-only students. In order for ELLs to experience school success, they must achieve English language proficiency. This article presents why vocabulary acquisition plays the most vital role in ELLs' learning of the English language. Factors include the severity and…

  2. The Main Social Variants in the English Language

    Institute of Scientific and Technical Information of China (English)

    权红梅

    2002-01-01

    To use a language properly, we of course have to know the grammatical structures of the language and their meanings ,but we also have to know what forms of language are appropriate for given situations,and for this purpose,this thesis briefly explains the social variants of English,such as (informal English), (written English)and (American English).

  3. The Main Social Variants in the English Language

    Institute of Scientific and Technical Information of China (English)

    QUANHong-mei

    2002-01-01

    To use a language properly, we of course have to know the grammatical structures of the language and their meanings,but we also have to know what forms of language are appropriate for given situations,and for this purpose,this thesis briefly explains the social variants of English,such asl (informal English), (written English)and (American English).

  4. 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....

  5. Experimental Evaluation of a Preschool Language Curriculum: Influence on Children's Expressive Language Skills

    Science.gov (United States)

    Justice, Laura M.; Mashburn, Andrew; Pence, Khara L.; Wiggins, Alice

    2008-01-01

    Purpose: The primary purpose of this study was to investigate child impacts following implementation of a comprehensive language curriculum, the Language-Focused Curriculum (LFC; Bunce, 1995), within their preschool classrooms. As part of this larger purpose, this study identified child-level predictors of expressive language outcomes for children…

  6. The Roles of English Language Education in Asian Context

    Science.gov (United States)

    Chang, Bok-Myung

    2011-01-01

    This study surveys the history of English language and the roles of English language education in Asian context. Through the historical survey on English dispersal in Asian countries, the first section of this study traces the dispersal of English from the 18th century and the development of English in Asian countries. The second section of this…

  7. Evolution of the Women Language in English

    Institute of Scientific and Technical Information of China (English)

    毕秋玲

    2011-01-01

    Introduction Different genders speak the same language,even express the same contents,they will use different expressional approaches.Through this research,we know how the language of women changes along with society changes in terms of their social positions,social culture and social customs etc.With the rapid development of societies around the world,women's status has greatly changed.The purpose of this paper is to discuss the characteristics of the language of women in English in terms of sociolinguistics.If we understand the characteristics and evolution of women's language,we can learn of the relationship beteween social development and language.

  8. 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.

  9. Teaching methods in the English language learning

    Directory of Open Access Journals (Sweden)

    Ángela Rosario Flores Vélez

    2016-09-01

    Full Text Available Since centuries ago the use of the English Language has been a necessity that attracts the attention of some governments’ countries, which do not have the English Language as a native tongue because it as a universal language, useful for the scientific, economic and social development; despite all this hard work done for all the Governments, the English level in Latin America remains low, for this reason the present research has as a main goal to determine principles and techniques used by teachers of the Language Institute of the Universidad T´ecnica de Manab´ı. The author applied a survey to the teachers getting as a result that the most commonly principles and techniques used in the teaching-learning process are those belong to the grammar-translation methods.

  10. A Study of Sexism in English Language

    Institute of Scientific and Technical Information of China (English)

    王丽婵

    2014-01-01

    Language plays an important role in society. It is a kind of social phenomenon and reflects all the sides of human soci-ety naturally. Inevitably, sexism is also reflected in language. As a kind of linguistic phenomenon which exists objectively, the phe-nomenon of gender discrimination in English language has deep history background and cultural roots for its emergence and de-velopment.

  11. The written language in the final stage of preschool education

    Directory of Open Access Journals (Sweden)

    Maria Helena Martins da Cruz Horta

    2015-12-01

    Full Text Available The main objective of this qualitative study, which adopted a multiple case study approach, is to learn about the process of methodology of the written language in the final stage of preschool education, in kindergartens located in Eastern Algarve and belonging to the public network of the Ministry of Education. The study shows that the way in which the approach to written language in preschool education takes place is the result of a set of variables of diverse nature: the management curriculum developed; the perspective that each protagonist has of the written language (a form of expression and communication; their attitude vis-à-vis early conceptions about the written language of children (an attitude of support and stimulation; the assurance offered to children so that they can feel confident about their knowledge and learning in the transition to the next educational level, making them believe that they are capable of achieving it.

  12. English Language Learning Strategies Reported by Advanced Language Learners

    Science.gov (United States)

    Lee, Juyeon; Heinz, Michael

    2016-01-01

    The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a…

  13. Strategies Making Language Features Noticeable in English Language Teaching

    Science.gov (United States)

    Seong, Myeong-Hee

    2009-01-01

    The purpose of this study is to suggest effective strategies for the development of communicative ability in ELT (English Language Teaching) by investigating learners' perceptions on strategies making language features more noticeable. The assumption in the study is based on the idea of output-oriented focus on form instruction, supporting…

  14. Preschoolers' Performance on the Brazilian Adaptation of the Preschool Language Assessment Instrument - Second Edition.

    Science.gov (United States)

    Lindau, Tâmara Andrade; Rossi, Natalia Freitas; Giacheti, Celia Maria

    2016-01-01

    The objective was to test whether the Brazilian version of the Preschool Language Assessment Instrument - Second Edition (PLAI-2) has the potential to assess and identify differences in typical language development of Portuguese-speaking preschoolers. The study included 354 children of both genders with typical language development who were between the ages of 3 years and 5 years 11 months. The version of the PLAI-2 previously translated into Brazilian Portuguese was used to assess the communication skills of these preschool-age children. Statistically significant differences were found between the age groups, and the raw score tended to increase as a function of age. With nonstandardized assessments, the performances of the younger groups revealed behavioral profiles (e.g., nonresponsive, impulsive behavior) that directly influenced the evaluation. The findings of this study show that the PLAI-2 is effective in identifying differences in language development among Brazilian children of preschool age. Future research should include studies validating and standardizing these findings. © 2016 S. Karger AG, Basel.

  15. English as a scientific and research language debates and discourses

    CERN Document Server

    Plo Alastrué, Ramón

    2015-01-01

    This volume examines the role of English in academic and research settings in Europe and provides recommendations on the challenges posed by the dominance of English over national languages as languages of science and research dissemination; the need for language support for academics that need to disseminate their research in English; and the effect of past and present language policies.

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

    National Research Council Canada - National Science Library

    Liu, Meihua; Huang, Wenhong

    2011-01-01

    .... 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...

  17. Emerging from English as a Foreign Language to English as an International Language within a Changing Global Context: Case Studies

    Science.gov (United States)

    Baccaglini, Gale W.

    2013-01-01

    In this qualitative study eight international scholars and practitioners of English were interviewed in order to understand their viewpoints about how English language teaching is evolving from a role of English as a Foreign Language to one of English as an International Language in this contemporary world in which there are more nonnative…

  18. 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…

  19. Relationships between Preschoolers' Oral Language and Phonological Awareness

    Science.gov (United States)

    Hipfner-Boucher, Kathleen; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

    2014-01-01

    This study examines the relationship between complex oral language and phonological awareness in the preschool years. Specifically, the authors investigate the relationship between concurrent measures of oral narrative structure (based on measures of both story retell and generation), and measures of blending and elision in a sample of 89 children…

  20. Detecting Preschool Language Impairment and Risk of Developmental Dyslexia

    Science.gov (United States)

    Helland, Turid; Jones, Lise Øen; Helland, Wenche

    2017-01-01

    This study assessed and compared results from evidence-based screening tools to be filled out by caregivers to identify preschool children at risk of language impairment (LI) and dyslexia. Three different tools were used: one assessing children's communicative abilities, one assessing risk of developmental dyslexia, and one assessing early…

  1. Language, motor skills and behavior problems in preschool years

    OpenAIRE

    Wang, Mari Vaage

    2014-01-01

    Child language development is a complex process. This process cannot be understood without considering its relationship to other developmental domains. Language development in preschool years is associated with development of motor skills and behavior problems, and these associations are the focus of the current thesis. Despite a large number of studies examining the co-occurrence of such developmental delays and problems, few studies have examined the developmental relationship between these...

  2. Changes in language usage of Puerto Rican mothers and their children: Do gender and timing of exposure to English matter?

    OpenAIRE

    Hammer, Carol Scheffner; Lawrence, Frank; Rodriguez, Barbara; Davison, Megan Dunn; Miccio, Adele W.

    2011-01-01

    This longitudinal study investigated changes in reported language usage between Puerto Rican mothers and their preschoolers over a 4-year period. It also examined whether differences in language usage occurred depending on the timing of children’s exposure to English and children’s gender. Seventy-six mothers reported the languages they and their children used when talking to each other during 2 years in Head Start, kindergarten, and first grade. Mothers of children who were exposed to Spanis...

  3. On Culture Teaching in the English Language

    Institute of Scientific and Technical Information of China (English)

    谢飞翔

    2011-01-01

    @@ Language is a part of culture and plays a very important role in it.Some social scientists consider it the keystone of culture.Language and culture evolved together and have been mutually development through their history.The rise of civilization and the development of writing exhibit the same kind of mutual dependenee.Much of the recent work has revealed that language is related to cognition,and cognition in turn is related tO the cultural setting.1 would like to put forwards three principles to teach culture in English language teaching.Now I gladly have the opportunity to exchange my view with you.

  4. 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…

  5. "Kinder En Ingles." English for the Spanish-speaking Pre-schooler

    Science.gov (United States)

    Tyler, John S.

    1970-01-01

    Their producer describes a series of instructional programs shown on commercial television in Amarillo, Texas that are designed to help Spanish speaking preschoolers learn enough English to prepare them for public school. (LS)

  6. "Kinder En Ingles." English for the Spanish-speaking Pre-schooler

    Science.gov (United States)

    Tyler, John S.

    1970-01-01

    Their producer describes a series of instructional programs shown on commercial television in Amarillo, Texas that are designed to help Spanish speaking preschoolers learn enough English to prepare them for public school. (LS)

  7. Do Decision Rules Matter? A Descriptive Study of English Language Proficiency Assessment Classifications for English-Language Learners and Native English Speakers in Fifth Grade

    Science.gov (United States)

    Carroll, Patricia E.; Bailey, Alison L.

    2016-01-01

    English language proficiency assessments (ELPA) are used in the United States to measure annually the English language progress and proficiency of English-language learners (ELLs), a subgroup of language minority students who receive language acquisition support mandated and largely funded by Title III (NCLB, 2001). ELPA proficient and…

  8. 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

  9. Exploring English Language Learners (ELL) Experiences with Scientific Language and Inquiry within a Real Life Context

    OpenAIRE

    Algee, Lisa M.

    2012-01-01

    Abstract Exploring English Language Learners (ELL) Experiences with Scientific Language and Inquiry within a Real Life Context Lisa M. Algee English Language Learners (ELL) are often at a distinct disadvantage from receiving authentic science learning opportunites. This study explored English Language Learners (ELL) learning experiences with scientific language and inquiry within a real life context. This research was theoretically informed by socioc...

  10. Sexism in English Language and Women' s Liberation

    Institute of Scientific and Technical Information of China (English)

    张明

    2010-01-01

    This paper reviews the origin and history of sexism in English language and the cause of it,and analysizes the history and development of Women' s Liberation and the effects of Women's Liberation movement in English language.

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

    Science.gov (United States)

    Hill, Jane D.; Bjork, Cynthia Linnea

    2008-01-01

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

  12. Discussion of Communicative Language Teaching in Technical School English Class

    Institute of Scientific and Technical Information of China (English)

    郝奇慧

    2016-01-01

    This article draws on Communicative Language Teaching,introduces the current situation of technical schools English Teaching,discusses the challenges of using Communicative Language Teaching in technical school English class.

  13. Is English a killer language for the linguistic diversity?

    Institute of Scientific and Technical Information of China (English)

    王少凡

    2015-01-01

    This essay narrates briefly the rise of English across the global, analyzes the causes which make English turn into the global language and then presents the influence brought by English to various domains.

  14. Phonological acquisition in preschoolers learning a second language via immersion: a longitudinal study.

    Science.gov (United States)

    Anderson, Raquel T

    2004-01-01

    Phonological development in first and second languages (L1 and L2 respectively) has not been extensively studied in young children who are acquiring a second language via immersion. This lack of information is unfortunate, as the number of children who are acquiring a second language in this context is growing and such children make up a part of the clinical caseload of many speech-language pathologists. To address the need for information regarding phonological development of children acquiring a second language in immersion, the present investigation sought to provide longitudinal data on the development of both L1 and L2 phonologies. Five preschoolers who were acquiring English as a L2 and who spoke different L1s participated in the study. A picture identification task was used to assess productive phonological skills in L1 and English. Analyses included a description of the children's phonetic inventories, accuracy rates, and non-target response patterns. Both within child (across languages) and between child comparisons were made to discern possible patterns of use and to identify factors that may impact phonological skill in the L1 and L2. Results of the investigation suggest that children who are learning a L2 utilize their knowledge of the L1 to aid them in acquiring the phonological system of the L2. At the same time, they appear to maintain, at least as measured via perceptual analysis of their speech, distinct phonological systems.

  15. Teachers' language practices and academic outcomes of preschool children.

    Science.gov (United States)

    Dickinson, David K

    2011-08-19

    Early childhood programs have long been known to be beneficial to children from low-income backgrounds, but recent studies have cast doubt on their ability to substantially increase the rate of children's academic achievement. This Review examines research on the role of language in later reading, describes home and classroom factors that foster early language growth, and reviews research on preschool interventions. It argues that one reason interventions are not having as great an impact as desired is because they fail to substantially change the capacity of teachers to support children's language and associated conceptual knowledge.

  16. Cultural Differences and English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    吴卞

    2011-01-01

    With the development of the cross-cultural communication,more and more people have recognized the interaction between language and culture.Each culture has its own characteristic and is different from one another.Because of cultural differences,difficulties often arise in communication between different people.In China,English is taught as a foreign language.Both teachers and students should be aware of the differences between eastern and western culture in their teaching and study.

  17. 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

  18. 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…

  19. Spanish Vocabulary-Bridging Technology-Enhanced Instruction for Young English Language Learners' Word Learning

    Science.gov (United States)

    Leacox, Lindsey; Jackson, Carla Wood

    2014-01-01

    This study examined preschool and kindergarten English language learners (ELLs) attending a migrant summer programme and their vocabulary word learning during both adult-read and technology-enhanced repeated readings. In a within-subject design, 24 ELLs (four to six years old) engaged in repeated readings in a control and a treatment condition. In…

  20. Telling Stories in Two Languages: Narratives of Bilingual Preschool Children with Typical and Impaired Language

    Science.gov (United States)

    Iluz-Cohen, Peri; Walters, Joel

    2012-01-01

    Two studies investigated five- and six-year-old preschool children's narrative production in an attempt to show how LI may impinge on narrative production in measurable ways. Study 1 analyzed renderings of familiar stories for group (typical language development vs. language impairment), story content (Jungle Book/Goldilocks) and language…

  1. Effects of an Online Mathematics Curriculum for English Language Learners

    Science.gov (United States)

    Crawford, Lindy

    2013-01-01

    This study measured the effects of an online supplementary mathematics curriculum designed for middle school English language learners who speak Spanish as a first language. A randomized experiment measured the achievement differences between middle school English language learners who used the Web-based HELP Math (Help with English Language…

  2. Effects of an Online Mathematics Curriculum for English Language Learners

    Science.gov (United States)

    Crawford, Lindy

    2013-01-01

    This study measured the effects of an online supplementary mathematics curriculum designed for middle school English language learners who speak Spanish as a first language. A randomized experiment measured the achievement differences between middle school English language learners who used the Web-based HELP Math (Help with English Language…

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

    Science.gov (United States)

    Shrestha, Prithvi Narayan

    2013-01-01

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

  4. 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...

  5. Educating English Language Learners: Building Teacher Capacity. Roundtable Report

    Science.gov (United States)

    Ballantyne, Keira Gebbie; Sanderman, Alicia R.; Levy, Jack

    2008-01-01

    In the Fall of 2007, the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) established the following strategic priority: Develop policy and program recommendations to improve the professional development of English language learner…

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

    Science.gov (United States)

    Shrestha, Prithvi Narayan

    2013-01-01

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

  7. English as a Foreign Language, Globalisation and Conceptual Questioning

    Science.gov (United States)

    Jordao, Clarissa Menezes

    2009-01-01

    This text discusses the locus of English in globalisation discourses. Assuming that languages constitute discursive formations informing ways of knowing, discourses of English as a global language (EGL) are positioned in relation to teaching English as a foreign language in the "glocal" scene. We draw on post-colonial theories and critical…

  8. 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…

  9. Languages Spoken by English Learners (ELs). Fast Facts

    Science.gov (United States)

    Office of English Language Acquisition, US Department of Education, 2015

    2015-01-01

    The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on languages spoken by English learners (ELs) are: (1) Twenty most common EL languages, as reported in states' top five lists: SY 2013-14; (2) States,…

  10. 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...

  11. 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...

  12. 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...

  13. Psychometric properties of the Emotion Understanding Assessment with Spanish- and English-speaking preschoolers attending Head Start.

    Science.gov (United States)

    Barbosa-Leiker, Celestina; Strand, Paul S; Mamey, Mary Rose; Downs, Andrew

    2014-10-01

    The Emotion Understanding Assessment (EUA) is based on a theoretical model of recognizing emotion expressions and reasoning about situation-based, desire-based, and belief-based emotions. While research has noted that emotion understanding predicts current and future social and academic functioning, little is known about the psychometric properties of the EUA. This research sought to test the EUA factor structure and measurement invariance across gender, across language (English and Spanish speakers), and over time (24 weeks) in 281 preschoolers attending Head Start. Results indicated that a two-factor model of emotion expression recognition and emotional perspective taking of the EUA fit the data for the total sample, for each group (gender and language), and at each time point. Furthermore, configural and scalar invariance of the EUA was demonstrated across gender, language, and time. These results offer support that the EUA is assessing emotion expression recognition and emotional perspective taking constructs equivalently in boy, girls, Spanish and English speakers, and over time. Examination of latent means across groups and time indicate no differences in emotion understanding based on gender or language or over the 24-week time frame in this sample of preschoolers attending Head Start.

  14. 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

    2016-09-20

    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.

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

    DEFF Research Database (Denmark)

    Lønsmann, Dorte

    2015-01-01

    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......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...... 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...

  16. 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

  17. English Language Teachers as Program Administrators

    Science.gov (United States)

    Tannacito, Dan J.

    2013-01-01

    An administrator, broadly conceived, is a person who has authority to lead and manage people, practices, materials, and policies in an educational unit. Dan Tannacito shows teachers the pathway to becoming English language program administrators (ELPAs) and the myriad benefits they can derive. Most may be surprised to see that they are already on…

  18. Teaching Reading Strategies to English Language Learners.

    Science.gov (United States)

    Jenks, Christopher J.

    This paper discusses the importance of teaching English language learners (ELLs) three reading strategies to help facilitate a productive literacy environment, suggesting that students must be taught specific reading strategies in which purpose, comprehension, and memorization are facilitated. The first section presents a pre-reading strategy,…

  19. 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…

  20. "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…

  1. English Language Learners and Emotional Behavioral Disorders

    Science.gov (United States)

    Rogers-Adkinson, Diana L.; Ochoa, Theresa A.; Weiss, Stacy L.

    2012-01-01

    This chapter provides the reader with a framework for understanding the needs of students that have concurrent needs as English Language Learners and Emotionally Behavioral Disturbed. Issues related to effective assessment practices, service delivery, and appropriate intervention are discussed. (Contains 1 table.) [For complete volume, see…

  2. Effective Teaching Strategies for English Language Learners

    Science.gov (United States)

    Facella, Melissa A.; Rampino, Kristen M.; Shea, Elizabeth K.

    2005-01-01

    This paper provides effective strategies for early childhood teachers to use with children who are English language learners (ELLs). The strategies were compiled from interviews with 20 early childhood educators from two culturally and linguistically diverse communities in Massachusetts. Emphasis was placed on the strategies that the greatest…

  3. English Language Learners in the Mathematics Classroom

    Science.gov (United States)

    Coggins, Debra; Kravin, Drew; Coates, Grace Davila; Carroll, Maria Dreux

    2007-01-01

    Whether teaching mathematics in a contained elementary classroom, as a specialized math teacher, or as an ELL teacher, this new resource will help meet the needs of English Language Learners. Offering strategies, guidelines, and classroom vignettes, this book demonstrates how to adjust mathematics instruction to make the learning less…

  4. Problem Solving and the English Language Learner

    Science.gov (United States)

    Brown, Clara Lee; Cady, Jo Ann; Taylor, P. Mark

    2009-01-01

    This article describes techniques that can be used to enhance mathematics instruction for English language learners. Using the strategies suggested in this article, such as scaffolding instruction and accommodating their linguistic needs, mathematics teachers can help ELLs both succeed and increase their mathematics achievement. (Contains 3…

  5. English Language Learners: Teaching Strategies that Work

    Science.gov (United States)

    Ferlazzo, Larry

    2010-01-01

    This unique new perspective and method for teaching English Language Learners is the proven result of the author's community organizing career and his successful career in the classroom. Great teaching is about facilitating intrinsic motivation and self-directed learning. It's about giving students the opportunity to learn by doing and encouraging…

  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. 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,…

  8. 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…

  9. 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

  10. English language teaching textbooks content, consumption, production

    CERN Document Server

    Harwood, Nigel

    2013-01-01

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

  11. "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…

  12. 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…

  13. Scaffolding English Language Learners' Reading Performance

    Science.gov (United States)

    McKenzie, Lolita D.

    2011-01-01

    English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local…

  14. 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…

  15. Scaffolding English Language Learners' Reading Performance

    Science.gov (United States)

    McKenzie, Lolita D.

    2011-01-01

    English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local…

  16. The Practice of English Language Teaching.

    Science.gov (United States)

    Harmer, Jeremy

    Theoretical insights into teaching English as a second language developed in recent years are brought together in a broad methodological approach called the balanced activities approach. The book aims at providing a theoretical background to the approach as well as detailing practical instructional techniques. The first of the three parts of the…

  17. 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…

  18. "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…

  19. "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…

  20. The Pragmatic Application of English Euphemism on English Teacher's Language

    Institute of Scientific and Technical Information of China (English)

    李倩; 刘丹

    2009-01-01

    Euphemism,as a linguistic form generated to seek ideal and effective communication, is widely and vividly used in people's daily life, and has become an indispensable part in English language. So it has intrigued linguists and scholars for long time. The researches about this subject cover many different fields, including linguistics, pragmatics, and psychology and so on. However, the researches on its pragmatic application in teachers' language are few. Based on the previous scholars' achievements, its application on teacher's language from the perspective of pragmatic function would be explored in this paper. Nowadays, student-centered teaching is advocated to improve teaching. Applying euphemisms on teaching is a typical embodiment. Teacher's applying euphemisms can shake off the fright of students in public, protect their self-esteem and stimulate their interest in study. When it is applied to teaching languages appropriately, relaxing and lively atmosphere built in class, students' confidence elevated, their initiative enhanced, good teaching results can be attained.

  1. ENGLISH LANGUAGE TEACHINGIN CROSS-CULTURAL CONTEXTS

    Institute of Scientific and Technical Information of China (English)

    JinWenhua

    2004-01-01

    Improving learners' intercultural communicativecompetence has been acknowledged to be the major goal ofcurrent English Language Teaching (ELT) in China. Yet, noconsensus has been reached even today on the definition ofIntercultural Communicative Competence (ICC). The author ofthis paper proposes her understanding of ICC and points out tha tthe key element of fostering our learners' ICC lies in improvingtheir social-cultural competence, towards which three feasiblesteps are further illustrated : getting an inside view of the targetculture; getting an outside view of the native culture; seeking athird perspective. Improving learners' intercultural communicativecompetence has been acknowledged to be the major goal ofcurrent English Language Teaching in China. Whatintercultural communicative competence is and how this may beachieved by our English learners have become issues of majorconcern. Addressing these issues, this paper proposes possiblesolutions to the problem.

  2. 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

  3. A developmental shift from similar to language-specific strategies in verb acquisition: a comparison of English, Spanish, and Japanese.

    Science.gov (United States)

    Maguire, Mandy J; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Imai, Mutsumi; Haryu, Etsuko; Vanegas, Sandra; Okada, Hiroyuki; Pulverman, Rachel; Sanchez-Davis, Brenda

    2010-03-01

    The world's languages draw on a common set of event components for their verb systems. Yet, these components are differentially distributed across languages. At what age do children begin to use language-specific patterns to narrow possible verb meanings? English-, Japanese-, and Spanish-speaking adults, toddlers, and preschoolers were shown videos of an animated star performing a novel manner along a novel path paired with a language-appropriate nonsense verb. They were then asked to extend that verb to either the same manner or the same path as in training. Across languages, toddlers (2- and 2.5-year-olds) revealed a significant preference for interpreting the verb as a path verb. In preschool (3- and 5-year-olds) and adulthood, the participants displayed language-specific patterns of verb construal. These findings illuminate the way in which verb construal comes to reflect the properties of the input language.

  4. THE ROLE OF ENGLISH LANGUAGE TEACHING AND LEARNING IN IRAN

    Directory of Open Access Journals (Sweden)

    Mohaddeseh Mojtahedzadeh

    2012-06-01

    Full Text Available This study wants to investigate the role of English Language Teaching and Learning in Iran. This study also wants to investigate the effect of the relationship between the language learning strategies of the students and language teaching strategies of teachers on the academic achievement of the students. The importance of English as a world language, the advance of technology and education reform envisaged by the new Constitution are key determinants for new developments for English language teaching and learning in Iran in this decade. This paper will first focus on the role of English and the problems of English language teaching in Iran. It will also touch on the part of education reform which is related to English language teaching. Then, it will state what has been planned or already done to improve the English language teaching and learning situation in Iran, now and in the future.

  5. The Functions of Body Language in English Teaching

    Institute of Scientific and Technical Information of China (English)

    朱丽娟

    2014-01-01

    The functions of the Body Language is significant in the course of English teaching.It not only makes teacher express himself in class and creates an active atmosphere for students to study English, but also stimulates students’ interest to learn and master English.The most important thing is developing students’ ability of speaking English or communicating with others in English.

  6. 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…

  7. Phonemic awareness of English second language learners.

    Science.gov (United States)

    Le Roux, Maria; Geertsema, Salome; Jordaan, Heila; Prinsloo, Danie

    2017-01-30

    The PA skills of phonological blending and segmentation and auditory word discrimination relate directly to literacy and may be weak in English second language (EL2) learners. In South Africa, literacy skills have been found to be poor in especially EL2 learners. The purpose of this paper is to determine the effects of vowel perception and production intervention on phonemic awareness (PA) and literacy skills of Setswana first language (L1) learners. These learners are English second language (EL2) learners in Grade 3. The present study employed a quasi-experimental, pre-test-post-test design. The findings of low-literacy skill levels concurred with previous investigations. However, post-test results of intervention in PA seemed to improve the literacy skills of EL2 learners. PA skills should be a crucial part of the literacy curriculum in South Africa.

  8. Phonemic awareness of English second language learners

    Directory of Open Access Journals (Sweden)

    Maria le Roux

    2017-01-01

    Full Text Available Background: The PA skills of phonological blending and segmentation and auditory word discrimination relate directly to literacy and may be weak in English second language (EL2 learners. In South Africa, literacy skills have been found to be poor in especially EL2 learners.Objectives: The purpose of this paper is to determine the effects of vowel perception and production intervention on phonemic awareness (PA and literacy skills of Setswana first language (L1 learners. These learners are English second language (EL2 learners in Grade 3.Method: The present study employed a quasi-experimental, pre-test–post-test design.Results: The findings of low–literacy skill levels concurred with previous investigations. However, post-test results of intervention in PA seemed to improve the literacy skills of EL2 learners.Conclusion: PA skills should be a crucial part of the literacy curriculum in South Africa.

  9. Executive functioning in preschoolers with specific language impairment

    Directory of Open Access Journals (Sweden)

    Constance eVissers

    2015-10-01

    Full Text Available The pathogenesis of Specific Language Impairment (SLI is still largely beyond our understanding. In this review, a neuropsychological perspective on language impairments in SLI is taken, focusing specifically on executive functioning (EF in preschoolers (age range: 2.6-6.1 years with SLI. Based on the studies described in this review, it can be concluded that similar to school-aged children with SLI, preschoolers with SLI show difficulties in working memory, inhibition and shifting, as revealed by both performance based measures and behavioural ratings. It seems plausible that a complex, reciprocal relationship exists between language and EF throughout development. Future research is needed to examine if, and if yes how, language and EF interact in SLI. Broad neuropsychological assessment in which both language and EF are taken into account may contribute to early detection of SLI. This in turn can lead to early and tailored treatment of children with (suspected SLI aimed not only at stimulating language development but also at strengthening EF.

  10. 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...

  11. 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...

  12. Borrowing Legitimacy as English Learner (EL) Leaders: Indiana's 14-Year History with English Language Proficiency Standards

    Science.gov (United States)

    Morita-Mullaney, Trish

    2017-01-01

    English language proficiency or English language development (ELP/D) standards guide how content-specific instruction and assessment is practiced by teachers and how English learners (ELs) at varying levels of English proficiency can perform grade-level-specific academic standards in K-12 US schools. With the transition from the state-developed…

  13. 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…

  14. Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes.

    Science.gov (United States)

    Lonigan, Christopher J; Lerner, Matthew D; Goodrich, J Marc; Farrington, Amber L; Allan, Darcey M

    2016-04-01

    Young children's executive function (EF) is increasingly recognized as an important construct associated with development in cognitive and socioemotional domains. To date, however, few studies have examined EF in populations of language-minority children. In this study, 241 Spanish-speaking language-minority preschoolers who ranged in age from 38 to 69 months (M=54.23 months, SD=6.17) completed three tasks designed to measure inhibitory control (IC) and four tasks designed to measure working memory (WM). Children completed assessments of their vocabulary skills, early literacy skills, and behavioral self-regulation in both English and Spanish, and their classroom teachers completed three behavior rating measures. Children were classified as more proficient in English or Spanish based on their scores on the vocabulary measures, and all IC and WM measures were administered in the children's more proficient language. Results of confirmatory factor analyses supported a two-factor model of EF for both groups of children as well as strong measurement and structural invariance across groups. Children's EF was substantially related to the language, early literacy, and behavioral self-regulation measures as well as teacher ratings of inattention and hyperactivity/impulsivity. For children with more proficient English, EF was associated with skills in both English and Spanish; however, for children with more proficient Spanish, EF was associated primarily with skills in Spanish. These results provide evidence of strong correspondence for EF measured in Spanish-speaking language-minority preschoolers and monolingual preschoolers, and they identify a potential key factor that can enhance understanding of development in this population of children. Copyright © 2015 Elsevier Inc. All rights reserved.

  15. 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…

  16. So, What's Behind Adult English Second Language Reading?

    Science.gov (United States)

    August, Gail

    2006-01-01

    This study investigated the relationship of first language (L1) grammatical knowledge to English second language reading (ESLR), with the objective of understanding this relationship in the context of the transfer of L1 skills to second language (L2) academic processes. Fifty-five adult, native Spanish-speaking English-language learners were given…

  17. Creating Language-Rich Instruction for English-Language Learners

    Science.gov (United States)

    Bauer, Eurydice Bouchereau; Manyak, Patrick C.

    2008-01-01

    In the previous English-Language Learner (ELL) column, we addressed the first of four complementary components aimed at highlighting quality instruction for ELLs. The first in the series focused on the role of explicit code and comprehension instruction for ELLs. In that column we reminded readers of the importance of providing code instruction…

  18. "English for the Global": Discourses in/of English-Language Voluntourism

    Science.gov (United States)

    Jakubiak, Cori

    2012-01-01

    Drawing upon the notion of hyperglobalism and critical perspectives on English as an international language, this study examines the ways in which English language teaching via volunteer tourism (i.e. English-language voluntourism) is represented and legitimated as an altruistic practice among organizational sponsors and in the talk of current and…

  19. Teacher-Child Relationships, Behavior Regulation, and Language Gain among At-Risk Preschoolers

    Science.gov (United States)

    Schmitt, Mary Beth; Pentimonti, Jill M.; Justice, Laura M.

    2012-01-01

    Many preschoolers from low socioeconomic-status (SES) backgrounds demonstrate lags in their language development, and preschool participation is viewed as an important means for mitigating these lags. In this study, we investigated how teacher-child relationship quality and children's behavior regulation within preschool classrooms were associated…

  20. Teacher Cultural Competency and Long-Term English Language Learners

    OpenAIRE

    Wilson, Jannis

    2015-01-01

    Students that have been designated English Language Learners for five or more years are Long-Term English Learners. The literature review addresses some typical characteristics and experiences of students that are Long- Term English Language Learners, and the need for culturally responsive practices to meet their needs. Teacher attitudes, perceptions about English Language Learners, positionality, and opportunities to learn are integrated into the review. The author discusses linguistic aware...

  1. Comparison of English Language Rhythm and Kalhori Kurdish Language Rhythm

    Directory of Open Access Journals (Sweden)

    Nafiseh Taghva

    2016-04-01

    Full Text Available Investigating on quantitative features of languages rhythm is a recent issue that attracts the attention of linguists. Interval-based method is a method of studying the rhythmic quantitative features of languages. This method use Pairwise Variability Index (PVI to consider the variability of vocalic duration and inter-vocalic duration of sentences which leads to classification of languages rhythm into stress-timed languages and syllable-timed ones. This study aims to consider the rhythm of British English and Kalhori Kurdish, which is spoken in some part of west of Iran, based on interval-based method. In order to reach this aim the duration variability of vocalic interval and inter-vocalic interval of English and Kalhori Kurdish are measured by PVI. Afterward the outcomes of this study were compared to the existed results of other languages. The results of this research demonstrated that the rhythmic quantitative features of these two languages are placed among stress-timed languages.   Keywords: Rhythm, interval-based method, syllable-timed, stress-timed

  2. 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.

  3. THE SECOND LANGUAGE ACQUISITION OF ENGLISH CONCORD (

    Directory of Open Access Journals (Sweden)

    Hendro Setiawan Husada

    2007-01-01

    Full Text Available This study investigated the types and causes of errors in learning the English concord among Indonesian students of English. The errors would be focused on the students’ interlingual (mother tongue as well as intralingual (learning strategies interference. The data were all collected from the students at Satya Wacana Christian University, Indonesia. Two research questions were answered: 1 between interlingual and intralingual errors, which one did the participants make more in learning English concord? 2 Among intralingual errors, which source of errors was the most evident? Fifteen students (n = 15 participated in this study. In regard to the data collection and analysis, I used the steps suggested by Corder (1974, in Ellis and Barkhuizen, 2005. The results of this study suggest that the intralingual errors were more significant than interlingual ones in the acquisition of the concord. The results were in line with some of the previous findings found by Bataineh (2005, Chan (2004, Duskova (1983, Lim (2003, and Richards (1983. They also supported the claim in the field of SLA that acquisition of a foreign language is determined by the nature of the language that the learners are learning, rather than through contrast between the learners’ first language and the target language.

  4. 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

  5. Language Training: English & French courses

    CERN Multimedia

    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...

  6. Making Amharic to English Language Translator for iOS

    OpenAIRE

    Demas, Hana

    2016-01-01

    The purpose of this project was to build a language translator for Amharic-English language pair, which in the beginning of the project was not supported by any of the known translation systems. The goal of this project was to make a language translator application for Amharic English language pair using swift language for iOS platform. The project has two components. The first one is the language translator application described above and the second component is an integrated Amharic cus...

  7. 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

  8. English Spoken Language & Voice Quality

    OpenAIRE

    Folsberg, Jens; Nielsen, Charlotte; Brusokaite, Giedre; Beinkamp, Line; Bach Jensen, Niels; Aalbæk Jensen, Sandra

    2013-01-01

    This project investigates the way language and accents are depicted in animated features and how linguistic stereotypes can be used in the process of character construction. In order to look into that, examples from four movies, produced by two studios, have been selected; the American Disney studios being represented by The Lion King (1994) and Up (2009), and the Japanese Studio Ghibli being represented by Ponyo (2008) and Howl's Moving Castle (2004). Voice qualities and specific accents ...

  9. Maternal Mental State Language and Preschool Children's Attachment Security: Relation to Children's Mental State Language and Expressions of Emotional Understanding

    Science.gov (United States)

    Mcquaid, Nancy; Bigelow, Ann E.; McLaughlin, Jessica; MacLean, Kim

    2008-01-01

    Mothers' mental state language in conversation with their preschool children, and children's preschool attachment security were examined for their effects on children's mental state language and expressions of emotional understanding in their conversation. Children discussed an emotionally salient event with their mothers and then relayed the…

  10. The Role of Wikipedia in English Language Learning and Teaching

    Institute of Scientific and Technical Information of China (English)

    JIAO Yan-wei

    2013-01-01

    With the invention and development of computer, Computer-Assisted Language Learning (CALL) and multimedia have been made possible in English language learning and teaching throughout the world. Wikipedia is one of the most popularly used in English language learning and teaching. However, Wikipedia has not been widely used in mainland China up to now. This paper intends to introduce the ways of using Wikipedia in English language learning and teaching.

  11. 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. Keywords: materials development, reading materials, whole language

  12. Overcoming the English-language barrier

    Science.gov (United States)

    Mahoney, Terry J.

    Astronomers from non-English-speaking countries, who form a sizeable proportion of the astronomical research community, are obliged to communicate the results of their investigations in a language that is not their own. Consequently, good science is frequently masked by poor command of English, which can create an unnecessary barrier to the communication of scientific results. A suggested method of surmounting the language barrier is the setting up of scientific editorial services in at least the major astronomical centres. It is further argued that journal editors, rather than scientific referees, should be responsible for judging the linguistic and stylistic quality of articles presented for publication. The peer-review system would then be restricted exclusively to the scientific rather than linguistic content of papers presented. The scientific Editorial Service of the Instituto de Astrofisica de Canarias, in operation since 1996, is briefly described in this context.

  13. CCEA GCSE English language student book

    CERN Document Server

    Barr, Amanda; Lendrum, Jenny; Wylie, Pauline

    2017-01-01

    This title has been endorsed for use with the CCEA GCSE English Language specificationEnsure that every student can achieve their best with the market-leading Student Book for CCEA GCSE English Language, fully updated for the 2017 specification with a rich bank of stimulus texts, classroom activities and assessment support. - Offers expert coverage of the new examined elements of the specification (Reading Literary Texts and Creative Writing) from an author with extensive teaching and examining experience - Develops strong reading and writing skills as students work through step-by-step guidance and progressive activities matched to the Assessment Objectives - Provides effective models for students' own writing for different purposes and genres by including a range of literary and non-fiction text extracts - Thoroughly prepares students for assessment with practice questions, sample student responses and trusted advice on the examinations and Controlled Assessment - Helps students monitor their learning ...

  14. 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.

  15. Manufacturing Industry Employers’ Perception of Graduates’ English Language Skills Proficiency

    Directory of Open Access Journals (Sweden)

    Manjet Kaur Mehar Singh

    2012-09-01

    Full Text Available Proficiency in English language skills among graduates that create advantages for the organization is preferred by prospective employers as one of the main criteria for employability.  This article provides an overview of undergraduates in higher education and also workplace literacy from the perspective of the employers in the manufacturing industry. The result from the research demonstrates that Malaysian manufacturing industry employers perceive that the graduate employees’ English language proficiency skills are still below their expectations. Therefore, this study recommends that there is a need for intervention into language teaching to improve the English language syllabus level of English proficiency at primary, secondary and tertiary level. At the same time, emphasis on the importance of English in everyday use should be inculcated without neglecting the national language of Malaysia.  This will ensure that the teaching of English will be in line with globalization and current workplace demands.Keywords: English language skills proficiency, manufacturing industry employers, graduates

  16. 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.…

  17. Effect of Grouping on the Language Development of English Learners

    Science.gov (United States)

    Sabharwal, Seema

    2009-01-01

    The purpose of the study was to examine if there was a significant difference between first-grade English Learners (EL) who constitute a majority (greater than 50%) of the English language mainstream classroom (homogeneous grouping) and first-grade EL who constitute a minority (less than 50%) of the English language mainstream classrooms…

  18. Imperialist Desires in English-Only Language Policy

    Science.gov (United States)

    Macedo, Donaldo

    2017-01-01

    This article tackles the questions around the efficacy of the English language in educational contexts. The author argues that the answer to these questions has nothing to do with whether English is a more viable language of instruction or whether it promises non-English-speaking students full participation both in school and the society at large.…

  19. The Influence of English on British Sign Language.

    Science.gov (United States)

    Sutton-Spence, Rachel

    1999-01-01

    Details the influence of English on British Sign Language (BSL) at the syntactic, morphological, lexical, idiomatic, and phonological levels. Shows how BSL uses loan translations, fingerspellings, and the use of mouth patterns derived from English language spoken words to include elements from English. (Author/VWL)

  20. Pensamientos Sobre (Thoughts on) Teaching English as a Second Language.

    Science.gov (United States)

    Ulibarri, Mari-Luci

    This document presents ideas on various topics in teaching English as a second language. Some of the problems of English orthography and semantics are illustrated. The role of contrastive analysis is mentioned with Spanish-English illustrations. A list of second-language-acquisition principles and techniques is provided, and suggestions for…

  1. 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…

  2. 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…

  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. Dynamic assessment of narrative ability in English accurately identifies language impairment in English language learners.

    Science.gov (United States)

    Peña, Elizabeth D; Gillam, Ronald B; Bedore, Lisa M

    2014-12-01

    To assess the identification accuracy of dynamic assessment (DA) of narrative ability in English for children learning English as a 2nd language. A DA task was administered to 54 children: 18 Spanish-English-speaking children with language impairment (LI); 18 age-, sex-, IQ- and language experience-matched typical control children; and an additional 18 age- and language experience-matched comparison children. A variety of quantitative and qualitative measures were collected in the pretest phase, the mediation phase, and the posttest phase of the study. Exploratory discriminant analysis was used to determine the set of measures that best differentiated among this group of children with and without LI. A combination of examiner ratings of modifiability (compliance, metacognition, and task orientation), DA story scores (setting, dialogue, and complexity of vocabulary), and ungrammaticality (derived from the posttest narrative sample) classified children with 80.6% to 97.2% accuracy. DA conducted in English provides a systematic means for measuring learning processes and learning outcomes, resulting in a clinically useful procedure for identifying LIs in bilingual children who are in the process of learning English as a second language.

  5. Developing classroom language assessment benchmarks for Japanese teachers of English as a foreign language

    National Research Council Canada - National Science Library

    Kimura, Yuzo; Nakata, Yoshiyuki; Ikeno, Osamu; Naganuma, Naoyuki; Andrews, Stephen

    2017-01-01

    ... in the classroom.This case study describes the theoretical aspect of the development of a benchmark assessment for use in English language classrooms with Japanese teachers of English as a foreign language (EFL...

  6. An English language interface for constrained domains

    Science.gov (United States)

    Page, Brenda J.

    1989-01-01

    The Multi-Satellite Operations Control Center (MSOCC) Jargon Interpreter (MJI) demonstrates an English language interface for a constrained domain. A constrained domain is defined as one with a small and well delineated set of actions and objects. The set of actions chosen for the MJI is from the domain of MSOCC Applications Executive (MAE) Systems Test and Operations Language (STOL) directives and contains directives for signing a cathode ray tube (CRT) on or off, calling up or clearing a display page, starting or stopping a procedure, and controlling history recording. The set of objects chosen consists of CRTs, display pages, STOL procedures, and history files. Translation from English sentences to STOL directives is done in two phases. In the first phase, an augmented transition net (ATN) parser and dictionary are used for determining grammatically correct parsings of input sentences. In the second phase, grammatically typed sentences are submitted to a forward-chaining rule-based system for interpretation and translation into equivalent MAE STOL directives. Tests of the MJI show that it is able to translate individual clearly stated sentences into the subset of directives selected for the prototype. This approach to an English language interface may be used for similarly constrained situations by modifying the MJI's dictionary and rules to reflect the change of domain.

  7. Standard English and the Model for English Language Teaching in China

    Institute of Scientific and Technical Information of China (English)

    秦志超

    2014-01-01

    From a national language to a world lingua franca, English is playing a more and more important role in the world. Great changes in English today have also raised peoples’ concerns about its mutual intelligibility in the global context as so many people speak different Englishes. The aim of this paper is to discuss the norm of Standard English and the paper elaborates further on the English Language Teaching issues in China today.

  8. Discriminating children with language impairment among English-language learners from diverse first-language backgrounds.

    Science.gov (United States)

    Paradis, Johanne; Schneider, Phyllis; Duncan, Tamara Sorenson

    2013-06-01

    In this study, the authors sought to determine whether a combination of English-language measures and a parent questionnaire on first-language development could adequately discriminate between English-language learners (ELLs) with and without language impairment (LI) when children had diverse first-language backgrounds. Participants were 152 typically developing (TD) children and 26 children with LI; groups were matched for age (M = 5;10 [years;months]) and exposure to English (M = 21 months). Children were given English standardized tests of nonword repetition, tense morphology, narrative story grammar, and receptive vocabulary. Parents were given a questionnaire on children's first-language development. ELLs with LI had significantly lower scores than the TD ELLs on the first-language questionnaire and all the English-language measures except for vocabulary. Linear discriminant function analyses showed that good discrimination between the TD and LI groups could be achieved with all measures, except vocabulary, combined. The strongest discriminator was the questionnaire, followed by nonword repetition and tense morphology. Discrimination of children with LI among a diverse group of ELLs might be possible when using a combination of measures. Children with LI exhibit deficits in similar linguistic/cognitive domains regardless of whether English is their first or second language.

  9. Promoting Oral Language Skills in Preschool Children through Sociodramatic Play in the Classroom

    Science.gov (United States)

    Rajapaksha, P. L. N. Randima

    2016-01-01

    Children best learn language through playful learning experiences in the preschool classroom. The present study focused on developing oral language skills in preschool children through a sociodramatic play intervention. The study employed a case study design under qualitative approach. The researcher conducted a sociodramatic play intervention…

  10. Assessing Toddler Language Competence: Agreement of Parents' and Preschool Teachers' Assessments

    Science.gov (United States)

    Marjanovic-Umek, Ljubica; Fekonja, Urska; Podlesek, Anja; Kranjc, Simona

    2011-01-01

    According to the findings of several studies, parents' assessments of their toddler's language are valid and reliable evaluations of children's language competence, especially at early development stages. This study examined whether preschool teachers, who spend a relatively great deal of time with toddlers in various preschool activities and…

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

    Science.gov (United States)

    Aukrust, Vibeke Grover; Rydland, Veslemoy

    2011-01-01

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

  12. Language Maintenance and Loss in Preschool-Age Children of Mexican Immigrants: Longitudinal Study

    Science.gov (United States)

    Guiberson, Mark M.; Barrett, Karen C.; Jancosek, Elizabeth G.; Itano, Christine Yoshinaga

    2006-01-01

    In this study, the authors plotted the Spanish language usage of 10 preschool-age children over the course of 3 years and assigned them to one of two groups: language maintenance and language loss. The authors then compared the groups' scores on structured tasks, language behaviors, and language usage/exposure variables. They found that children…

  13. 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…

  14. 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

  15. Impacts of a Literacy-Focused Preschool Curriculum on the Early Literacy Skills of Language-Minority Children.

    Science.gov (United States)

    Goodrich, J Marc; Lonigan, Christopher J; Farver, Jo Ann M

    Spanish-speaking language-minority (LM) children are at an elevated risk of struggling academically and display signs of that risk during early childhood. Therefore, high-quality research is needed to identify instructional techniques that promote the school readiness of Spanish-speaking LM children. The primary purpose of this study was to evaluate the effectiveness of an intervention that utilized an experimental curriculum and two professional development models for the development of English and Spanish early literacy skills among LM children. We also evaluated whether LM children's proficiency in one language moderated the effect of the intervention on early literacy skills in the other language, as well as whether the intervention was differentially effective for LM and monolingual English-speaking children. Five hundred twenty-six Spanish-speaking LM children and 447 monolingual English-speaking children enrolled in 26 preschool centers in Los Angeles, CA participated in this study. Results indicated that the intervention was effective for improving LM children's code-related but not language-related English early literacy skills. There were no effects of the intervention on children's Spanish early literacy skills. Proficiency in Spanish did not moderate the effect of the intervention for any English early literacy outcomes; however, proficiency in English significantly moderated the effect of the intervention for Spanish oral language skills, such that the effect of the intervention was stronger for children with higher proficiency in English than it was for children with lower proficiency in English. In general, there were not differential effects of the intervention for LM and monolingual children. Taken together, these findings indicate that high-quality, evidence-based instruction can improve the early literacy skills of LM children and that the same instructional techniques are effective for enhancing the early literacy skills of LM and monolingual

  16. 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…

  17. Course-Embedded Student Support for Online English Language Learners

    Science.gov (United States)

    Andrade, Maureen Snow

    2014-01-01

    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…

  18. The Relationship between Demotivation and EFL Learners' English Language Proficiency

    Science.gov (United States)

    Hu, Rou-Jui Sophia

    2011-01-01

    To what extent does demotivation affect EFL learners' English language proficiency attainment? The present study addresses this question by investigating the relationship between technological institute EFL students' past demotivating factors and their English language proficiency. Although the role of demotivation in foreign language achievement…

  19. 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…

  20. ENGLISH LANGUAGE TEACHING METHODS –AN OVER VIEW

    OpenAIRE

    2013-01-01

    The paper addresses the brief history of English language teaching (ELT) methods in general and the type of ELT methods. It also presents the recent research on English language teaching methods and the debates that move towards the post-method pedagogy in second language teaching/learning. The paper deals with the brief summary of the methods and approaches in language teaching from Grammar-translation method to Communicative Language Teaching. It also looks the debate on post-method pedagogy.

  1. 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…

  2. 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 .

  3. QUESTIONING FOREIGN LANGUAGE LEARNING IN ISLAMIC PRE-SCHOOL

    Directory of Open Access Journals (Sweden)

    Rohmani Nur Indah

    2011-10-01

    Full Text Available This paper questions the urgency of foreign language learning at early age by covering some arguments on the acquisition and bilingualism. Nowadays in Indonesia, under the interest of education, bilingual learning is undertaken by adopting the theory of bilingual acquisition referring to Chomsky’s ideas. In fact, the foreign language learning is not always in line with the principle of language acquisition especially for the early age children. The globalization era requires foreign language mastery so that for many institutions of children education have got the bilingual learning. As the example, some of Islamic educational institutions at the level of playgroup have applied the instruction in English and teaching Arabic words, by considering that the earlier foreign language learning is the better, and the fact that the golden age of brain development occurs at the first five years. This needs to be analyzed further, because there is also important task to have mother tongue language acquisition. For the community of multilingual such as in Indonesia, the acquisition of many languages is unavoidable. Therefore, parents are faced with two choices: To prior the mother tongue and bahasa Indonesia as second language or encourage the bilingual learning of Arabic and English.

  4. Communicative Language Teaching in English teaching and learning

    Institute of Scientific and Technical Information of China (English)

    张红砚

    2016-01-01

    Language is a means of communication. Communicative Language Teaching is an effective approach for English teaching and learning .This paper, first of all, introduces Communicative Language Teachings’ background and the basis theory of CLA. Then it analyzes the primary principles and the goal of Communicative Language Approach. Finally, it put forward that communicative language teaching is best considered an approach rather than a method.

  5. The Function of Language Transfer in English Learning

    Institute of Scientific and Technical Information of China (English)

    胡川

    2014-01-01

    English and Chinese have differences in pronunciation, vocabulary, syntax, semantics and so on. These have influences on foreign language learning. The article starts from the language transfer in second language acquisition and influencing factors. We should be careful of these confounding factors in foreign language learning, and we should take measures to improve the effi-ciency of foreign language learning.

  6. Teaching English as an International Language:in Chinese Context

    Institute of Scientific and Technical Information of China (English)

    樊蓉

    2013-01-01

    This paper describes the spread of English worldwide and its practical and educational consequences. Also, the author explores the implications of English as an international language for current teaching methods in Chinese context.

  7. Implementing the recent curricular changes to English language ...

    African Journals Online (AJOL)

    ... the teaching of English to younger students, as well as their general opinions on ... concluded that the administrators may be motivated to promote the modified ... English as a foreign language (EFL); school administrators; school principals ...

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

    African Journals Online (AJOL)

    The factors that influence the students. effective learning of the English ... learners, the attitude of students towards the study of the English language, the nature of ... the methods of teaching and the availability of teaching aids in Nigeria ...

  9. High School Students' Writing Skills and their English Language ...

    African Journals Online (AJOL)

    High School Students' Writing Skills and their English Language Proficiency as ... end, students' first semester final English examination, and teacher-made writing ... Keywords: linguistic interdependence, threshold level, transfer, prediction ...

  10. The Relative Importance of English versus Spanish Language Skills for Low-Income Latino English Language Learners' Early Language and Literacy Development

    Science.gov (United States)

    Sonnenschein, Susan; Metzger, Shari R.; Dowling, Rebecca; Baker, Linda

    2017-01-01

    The association between monolingual children's early language abilities and their later reading performance is well established. However, for English language learners, the pattern of associations between early language skills and later literacy is much less well understood for English language learners. This study examined language predictors of…

  11. Linguistic diversity and English language use in multicultural organizations

    DEFF Research Database (Denmark)

    Lauring, Jakob; Selmer, Jan

    2013-01-01

    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...... 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...... organizational language use and language management are an understudied topic, the results could have important theoretical and practical implications....

  12. Does Adding Mathematics to English Language Learners' Timetables Improve Their Acquisition of English?

    Science.gov (United States)

    Stacey, Jenny

    2016-01-01

    This enquiry based project set out to find out if adult English language learners, known as ESOL (English for Speakers of Other Languages) learners in the UK, might benefit, in terms of their acquisition of English, from studying maths. This research has been conducted at a medium sized FE college in the East Midlands where I teach. I evaluate…

  13. English as an Islamic Language: A Case Study of Pakistani English

    Science.gov (United States)

    Mahboob, Ahmar

    2009-01-01

    In this paper we will explore the nature of English as it is used in one Muslim country and argue that, far from being a colonizing language, English used in Pakistan reflects Islamic values and embodies South Asian Islamic sensitivities. Through analysis of the current discourses on the politics of the English language and a study of Pakistani…

  14. A Sociolinguistic View at China’s English Language Teaching for Non-English Majors

    Institute of Scientific and Technical Information of China (English)

    刘忠明

    2008-01-01

    China’s English Language Teaching (ELT) for non-English majors has many problems, among which the biggest one is students’incompetence in language use. To find out the root of the problems and overcome them, this paper takes a sociolinguistic view at China’s ELT for non-English majors in three different aspects and offers suggestions for its improvement.

  15. 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…

  16. The Application of Body Language in Middle School English Teaching

    Institute of Scientific and Technical Information of China (English)

    李兰芳

    2012-01-01

    This paper elaborates the concept and characteristics of body language and emphasizes the function of body language in English teaching. The usages of the eyes, facial expressions, the senses of touch and gestures, which can set off the content of the English course, make English teaching attain a new state that is full of feeling. Usually, it can arise the students'interest in English studying. Meanwhile, this paper gives us some rune tional suggestions and conclusions.

  17. Implementing Hong Kong English into Hong Kong language curriculum

    OpenAIRE

    Kwan, Joanna Long-Lam

    2010-01-01

    Recognising the autonomy of Hong Kong English, which has become increasingly controversial in linguistic research, requires Hong Kong people to develop a sense of local identity within the English Language and to recognise its linguistic distinctiveness. Since local English Language teachers are believed to play a crucial role in the process, the study in this thesis examines these teachers’ perceptions towards the issues of Hong Kong English and seeks potentials for implementing Hong Kong En...

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

    OpenAIRE

    Ester J. de Jong

    2004-01-01

    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 distri...

  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. ENGAGING ICT IN THE ENGLISH LANGUAGE CLASSROOM

    Institute of Scientific and Technical Information of China (English)

    LyndeTanLeeWee

    2004-01-01

    The Singapore Ministry of Education conducted a smallscale pilot study in Y2003 to find out how engaged learning was interpreted and translated into practice by teachers and the role of ICT in facilitating engaged learning. For this study, 6 teachers were involved, of which 2 were English language teachers. A case study methodology incorporating an intervention element was adopted. The analysis of the collected data, in the form of pre-lesson interview, lesson observations/videotaping and post-lesson interviews, surfaced teachers'understanding and implementation of engaged learning in the classroom context. This paper focuses on the 2 case studies in which one primary and secondary English language teachers were observed for the way they designed and implemented ICT-based English lessons to promote engaged learning. Although the insights generated by the 2 case studies are legitimate in their own instances, they may be used to sensitize those involved in professional development to five interdependent factors that influence the way ICT may be used to promote engaged learning in the EL classroom.

  1. Teenage outcomes after speech and language impairment at preschool age

    Directory of Open Access Journals (Sweden)

    Ek U

    2012-05-01

    Full Text Available Ulla Ek1, Fritjof Norrelgen3,4, Joakim Westerlund2, Andrea Dahlman5, Elizabeth Hultby5, Elisabeth Fernell61Department of Special Education, 2Department of Psychology, Stockholm University, Stockholm, Sweden; 3Department of Speech and Language Pathology, Karolinska University Hospital, Stockholm, Sweden; 4Department of Clinical Neuroscience, 5CLINTEC/Division of Speech and Language Pathology, Karolinska Institutet, Stockholm, Sweden; 6The Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg and the Research and Development Centre, Skaraborg Hospital, Skövde, SwedenAim: Ten years ago, we published developmental data on a representative group of children (n = 25 with moderate or severe speech and language impairment, who were attending special preschools for children. The aim of this study was to perform a follow-up of these children as teenagers.Methods: Parents of 23 teenagers participated in a clinical interview that requested information on the child's current academic achievement, type of school, previous clinical assessments, and developmental diagnoses. Fifteen children participated in a speech and language evaluation, and 13 participated in a psychological evaluation.Results: Seven of the 23 teenagers had a mild intellectual disability, and another three had borderline intellectual functioning. Nine had symptoms of disorders on the autism spectrum; five of these had an autism spectrum disorder, and four had clear autistic traits. Six met criteria for attention-deficit hyperactivity disorder (ADHD/subthreshold ADHD. Thirteen of 15 teenagers had a moderate or severe language impairment, and 13 of 15 had a moderate or severe reading impairment. Overlapping disorders were frequent. None of the individuals who underwent the clinical evaluation were free from developmental problems.Conclusion: A large number of children with speech and language impairment at preschool age had persistent language problems and/or met the

  2. Preschool Teachers' Language and Literacy Practices with Dual Language Learners

    Science.gov (United States)

    Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

    2016-01-01

    The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…

  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. English-language acculturation predicts academic performance in nursing students who speak English as a second language.

    Science.gov (United States)

    Salamonson, Yenna; Everett, Bronwyn; Koch, Jane; Andrew, Sharon; Davidson, Patricia M

    2008-02-01

    Students who speak English as a second language (ESL) face considerable challenges in English language universities, but little is known about the relationship between English-language acculturation and academic performance. A prospective, correlational design was used to validate the English Language Acculturation Scale (ELAS), a measure of the linguistic aspect of acculturation, and to determine the relationship between English-language acculturation and academic achievement among 273 first-year nursing students. Exploratory factor analyses demonstrated that the ELAS was a valid and reliable measure (alpha = .89). When ELAS scores were examined in relation to students' grades, students with the lowest ELAS scores also had the lowest mean subject grades, highlighting the need to place greater emphasis on identifying English-language acculturation among ESL students.

  5. Perspectives on Official English. The Campaign for English as the Official Language of the USA.

    Science.gov (United States)

    Adams, Karen L., Ed.; Brink, Daniel T., Ed.

    Essays on the campaign to establish English as the United States' official language include: "Official Languages and Language Planning" (Richard Ruiz); "Una lingua, una patria?: Is Monolingualism Beneficial or Harmful to a Nation's Unity?" (David F. Marshall and Roseann D. Gonzalez); "Canadian Perspectives on Official English" (Joseph E. Magnet);…

  6. 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'…

  7. 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'…

  8. Differences between Spoken Language and Written Language and Their Influence in English Teaching

    Institute of Scientific and Technical Information of China (English)

    闫晓云

    2014-01-01

    Spoken language and written language serve different functions in communication. It ’s necessary for English teachers to know the differences between them in order to teach effectively. This thesis analyzes the differences between spoken language and written language in four respects and their influence in English teaching.

  9. Differences of English Mental Lexicon Organization: A Comparative Study between Advanced Chinese English Language Learners and English Native Speakers

    Science.gov (United States)

    Chen, Sibo

    2012-01-01

    Among various study topics of advanced second language (L2) learners, mental lexicon shares a unique significance. This paper will introduce a comparative experiment between advanced Chinese English as a Second Language (CESL) learners and English as first language (EL1) speakers. The research question of the study is whether advanced CESL…

  10. Language Development in Children With Cleft Palate With or Without Cleft Lip Adopted From Non-English-Speaking Countries.

    Science.gov (United States)

    Morgan, Amy R; Bellucci, Claudia Crilly; Coppersmith, Jody; Linde, Sebastian B; Curtis, Arthur; Albert, Meredith; O'Gara, Mary M; Kapp-Simon, Kathleen

    2017-05-17

    The purpose of this study was to determine whether language skills differed between children with cleft palate or cleft lip and palate (CP±CL) who were adopted into an English-speaking home from a non-English-speaking country (late English exposure [LE]) and children with CP±CL raised from birth in an English-speaking home (early English exposure [EE]). Children (51 LE, 67 EE), ages 3;0 (years;months) to 9;0, completed the Clinical Evaluation of Language Fundamentals (CELF), Preschool Second Edition or Fourth Edition. Linear regression analysis was used to assess the impact of age of adoption and time in an English-speaking home on language skills, as measured by the CELF-P2 and CELF-4. Children with CP±CL who were adopted scored less well on all language indices, with mean adjusted differences between LE and EE children ranging from 0.4 to 0.7 SD on the CELF index scales. Only 53% of the EE children and 57% of the LE children obtained scores above 90 on all indices. For LE children, younger age at adoption was associated with better language skills. CP±CL increases risk for language delay, with the highest risk for LE children. LE children with CP±CL should receive language services soon after adoption.

  11. 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

  12. Oral language disorders in preschool children with epilepsy: a speech-language screening.

    Science.gov (United States)

    Melo, Patrícia Danielle Falcão; Melo, Aurea Nogueira de; Maia, Eulália Maria Chaves

    2010-01-01

    oral language disorder and epilepsy in childhood. to verify the occurrence of oral language disorders in epileptic preschoolers attended at the Child Neurology Section of a university hospital. a prospective study with 30 epileptic children who were submitted to an oral speech-language evaluation. explicit diagnosis of epilepsy according to the ILAE (2005); ages between 3 to 6 years; normal neurological standard and neuropsychomotor development. dubious diagnosis of epilepsy; altered neurological standard and neuropsychomotor development; children with associated pediatric disorders. Analyzed variables were: gender, age of first seizure, types of seizure and treatment regime. OR (odds ration) was determined, with a significance level of epilepsy presented oral language disorders and 12 (40%) presented normal language development. Regarding the observed disorders, 12 (67%) presented language disorder and 6 (33%) presented phonological disorder. Male children (OR = 2.03) and those with partial seizure (OR = 2.41) demonstrated to have a higher risk for oral language disorders. the results indicate that preschoolers with epilepsy present a predominance of oral language development delay, and that the male gender and partial seizure are risk factors for this age group.

  13. Predictors of English Reading Comprehension: Cantonese-Speaking English Language Learners in the U.S.

    Science.gov (United States)

    Uchikoshi, Yuuko

    2013-01-01

    In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs…

  14. Predictors of English Reading Comprehension: Cantonese-Speaking English Language Learners in the U.S.

    Science.gov (United States)

    Uchikoshi, Yuuko

    2013-01-01

    In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs…

  15. DIFFICULTIES OF ENGLISH LEARNING AS A FOREIGN LANGUAGE

    OpenAIRE

    KORSHUNOVA I.G.

    2016-01-01

    The article highlights the problems of English learning as a foreign language. Some difficulties are connected with origin of the language, spelling rules and grammar. But in most cases problems are caused by the learner’s personal abilities.

  16. Working with patients for whom English is a second language.

    Science.gov (United States)

    2016-11-01

    'Therapists or clinicians need to be creative and flexible when working with patients for whom English is a second language, but they do not necessarily need to have the ability to speak the patient's first language'.

  17. Adopting Communicative Language Teaching in English Classes in China

    Institute of Scientific and Technical Information of China (English)

    沈轶

    2015-01-01

    Communicative Language Teaching ( CLT) can promote learners’ communicative competence in the target language, and it can definitely contribute to the English education reform in China. However, some problems of adopting CLT can not be ignored.

  18. My views on English Language Teaching--How to Arouse Students’Interest in the English Language Teaching?

    Institute of Scientific and Technical Information of China (English)

    李珊珊

    2015-01-01

    The ultimate goal of foreign language teaching is to enable the students to use the foreign language in work of life when necessary. Thus we should teach language in the way that is used in the real world. But the basic precondition is that learner must be interested in foreign language. In my opinion, during the English learning process,“interest is the best teacher”. But many students don’t like to learn English, the reason is that they are not interested in English. Therefore, a suc-cessful language teacher must know how to raise students’interest in learning English, make them enjoy learning English. In addition, the language teaching method is very important, it must renew continuously, teachers should use the vivid and diverse teaching method to organize students to participate in extensive language practice activities, so as to improve stu-dents’study enthusiasm.

  19. My views on English Language Teaching——How to Arouse Students’ Interest in the English Language Teaching?

    Institute of Scientific and Technical Information of China (English)

    李珊珊

    2015-01-01

    The ultimate goal of foreign language teaching is to enable the students to use the foreign language in work of life when necessary.Thus we should teach language in the way that is used in the real world.But the basic precondition is that learner must be interested in foreign language.In my opinion,during the English learning process,"interest is the best teacher".But many students don’t like to learn English,the reason is that they are not interested in English.Therefore,a successful language teacher must know how to raise students’interest in learning English,make them enjoy learning English.In addition,the language teaching method is very important,it must renew continuously,teachers should use the vivid and diverse teaching method to organize students to participate in extensive language practice activities,so as to improve students’study enthusiasm.

  20. Wiley AP english language and composition

    CERN Document Server

    Woods, Geraldine

    2013-01-01

    Two full-length practice tests to help you score your highest Review questions with complete answers and explanations for the most popular themes on the test Study strategies and expert test-taking tips to keep you calm and focused on test day Review key exam topics and themes to maximize your score Preparing for the AP English Language and Composition test? This test-prep guide helps you perfect the skills you need to achieve your best possible score. You'll find winning test-taking tips, multiple-choice strategies, and essay guidelines, as well as great advice on getting the

  1. English language learners teaching strategies that work

    CERN Document Server

    Ferlazzo, Larry

    2010-01-01

    Written by an award-winning practitioner, English Language Learners: Teaching Strategies that Work offers educators a five-step methodology for teaching this burgeoning population. Rather than viewing these students through the typical lens of ""deficits"" they might have, the process helps educators recognize and use the assets ELLs bring to the classroom. The five principles around which the process revolves are: building relationships, accessing prior knowledge through student stories, developing student leadership, learning by doing, and reflection. The book shows how these ideas can be us

  2. Reading Materials Adaption for English Language Training

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    According to the observance of ELT (English Language Training)classes in China, the selection of reading materials becomes a big problem. Most teachers there are in a traditional way of following the textbooks, and regard texts given in those books as the sole resource of teaching materials. However, those texts are not ideal for all situations, and when there are problems, we need to make improvements instead of sticking to the authority of textbooks. In this paper the author will illustrate the necessity of adapting reading textbooks mainly in a Chinese ELT context and set forth some corresponding suggestions about adaption in differ- ent cases.

  3. Communicative Approach to English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    俞君

    2007-01-01

    As China develops and is more frequently in contact with foreign countries, people have come to realize that traditional English teaching method can no longer meet the needs of development Since 1970s, the communicative approach has been paid much attention and widely employed in foreign language teaching. This article gives an account of the definition of communicative approach and the application of it in ELT. The writer also put forward some suggestions or criteria for teachers to take in the end of this article.

  4. WJEC EDUQAS GCSE English language student's book

    CERN Document Server

    Basham, Sarah; Duncan, Nick; Strachan, Naomi; Gunter, Carol

    2015-01-01

    Help your students achieve their potential at GCSE with extensive practice and guidance on the new exam requirements to boost confidence and develop reading and writing skills. - Encourages students to develop English Language skills and learn effectively for the new GCSE specification, with clear coverage of the Assessment Objectives - Engages students with a wide range of texts, building confidence in literature, literary non-fiction and journalism - Clearly guides students through the course with a three part structure; Get going, Practice our skills and Be exam ready -

  5. My revision notes AQA GCSE English Language

    CERN Document Server

    Brindle, Keith

    2015-01-01

    Unlock your full potential with this revision guide for the new AQA GCSE English Language which focuses on the key content and skills you need to know. -Take control of your revision: plan and focus on the areas you need to revise. -Improve your exam skills with self-testing and exam-style questions. -Keep focused on what you need to know with Key Terms based around the exam questions. -Unpick each exam question with guidance on how to approach them and specific Revision Tasks

  6. A Probe into the Influence of English Language Teaching on Chinese Stu-dents’Language Development

    Institute of Scientific and Technical Information of China (English)

    XIAO Fang-ying

    2014-01-01

    A problem has been arising among many English learners who would have frequent contact with English culture and the language. That is: they are inefficient in both English and Chinese. It is extremely obvious as far as Chinese students ’lan-guage development is concerned. In my paper, I want to explore how English language teaching (ELT) influences Chinese stu-dents’language development.

  7. Pragmatic Analysis on the Vague Language in English Business Correspondence

    Institute of Scientific and Technical Information of China (English)

    韩秋实

    2014-01-01

    Based on the lack of study on vague language in English business correspondence, this thesis adopted Brown and Levinson’s Face Theory as well as the Politeness Principles to explain when and why people deliberately use vague language on these occasions so as to help us obtain a profound understanding of this language phenomenon and some effective language skills used to write effective English business correspondence to precipitate the success of business.

  8. The Application of Body Language in English Teaching

    Institute of Scientific and Technical Information of China (English)

    杨建梅; 李婷玉

    2016-01-01

    Body language, as a sort of nonverbal communication, plays an important role in the interaction between teachers and students. Body language can stir students' interest and improve the effect of teaching. It also can improve the efficiency of learning English and optimize the design of English classroom activities. The teachers should make full use of body language in class and attach importance to the principle of using body language so as to get the best result.

  9. Using Narrative Intervention to Accelerate Canonical Story Grammar and Complex Language Growth in Culturally Diverse Preschoolers

    Science.gov (United States)

    Petersen, Douglas B.; Spencer, Trina D.

    2016-01-01

    Oral narratives are a commonly used, meaningful means of communication that reflects academic language. New state curriculum standards include narrative-related language expectations for young school-age children, including story grammar and complex language. This article provides a review of preschool narrative-based language intervention…

  10. 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.

  11. OLYMPIAD IN THE ENGLISH LANGUAGE AS A FORM OF ALTERNATIVE LANGUAGE ASSESSMENT

    OpenAIRE

    Bolshakova, E.

    2015-01-01

    Although a variety of the English language written olympiads (language competitions) exist, fairly little is known about how they are different from traditional forms of language assessment. In Russia, olympiads in the English language are now gaining currency because they provide an opportunity to reveal creative thinking and intellectual abilities of pupils. The present study examined major differences between language olympiads and traditional forms of language assessment. A comparison of ...

  12. Vocational English-as-a-Second Language Competencies.

    Science.gov (United States)

    Gomez, Sara C.

    This collection of competency statements deals with the English-as-a-second-language (ESL) skills that vocational students should master before entering the world of work. Addressed in the individual sections of the volume are the following topics: specific occupational terminology, safety language, on-the-job language, job-seeking language,…

  13. A Study on Learning Anxiety of Preschool Foreign Language%学前儿童外语学习焦虑探析

    Institute of Scientific and Technical Information of China (English)

    赵维伦; 刘丰

    2011-01-01

    Nowadays preschool learning English is very popular in China.Since preschool mentality and affection are still immature,preschoolers are more susceptible than others to being distracted by foreign language learning anxiety in the process of learning English.In order to effectively alleviate preschool foreign language anxiety in good time,English teachers should have a good knowledge of cognitive ability and affection of those preschoolers before teaching,create a relaxed situation for learners to learning English,tolerate each error made by preschoolers along with the friendly feedback on it,and try to make use of teacher's empathy effect,prestige effect and expectation effect in the teaching practice.%我国学前儿童学习英语已经普及,学前儿童的情感和智力发育尚不成熟,在外语学习过程中比其他学习者更容易受外语学习焦虑的影响。为及时有效疏导学前儿童的外语学习焦虑,教学前一定要对所教学前儿童的认知和情感有充分了解,教学中要创设一个宽松愉快的学习环境,对待儿童应宽容待错、含蓄反馈,教师行为应有移情效应、威信效应和期望效应。

  14. Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics

    National Research Council Canada - National Science Library

    Okhee Lee; Helen Quinn; Guadalupe Valdés

    2013-01-01

    ...-intensive science and engineering practices. We propose that when students, especially English language learners, are adequately supported to "do" specific things with language, both science learning and language learning are promoted. We highlight implications for Common Core State Standards for English language arts and mathematics.

  15. How much exposure to English is necessary for a bilingual toddler to perform like a monolingual peer in language tests?

    Science.gov (United States)

    Cattani, Allegra; Abbot-Smith, Kirsten; Farag, Rafalla; Krott, Andrea; Arreckx, Frédérique; Dennis, Ian; Floccia, Caroline

    2014-11-01

    Bilingual children are under-referred due to an ostensible expectation that they lag behind their monolingual peers in their English acquisition. The recommendations of the Royal College of Speech and Language Therapists (RCSLT) state that bilingual children should be assessed in both the languages known by the children. However, despite these recommendations, a majority of speech and language professionals report that they assess bilingual children only in English as bilingual children come from a wide array of language backgrounds and standardized language measures are not available for the majority of these. Moreover, even when such measures do exist, they are not tailored for bilingual children. It was asked whether a cut-off exists in the proportion of exposure to English at which one should expect a bilingual toddler to perform as well as a monolingual on a test standardized for monolingual English-speaking children. Thirty-five bilingual 2;6-year-olds exposed to British English plus an additional language and 36 British monolingual toddlers were assessed on the auditory component of the Preschool Language Scale, British Picture Vocabulary Scale and an object-naming measure. All parents completed the Oxford Communicative Development Inventory (Oxford CDI) and an exposure questionnaire that assessed the proportion of English in the language input. Where the CDI existed in the bilingual's additional language, these data were also collected. Hierarchical regression analyses found the proportion of exposure to English to be the main predictor of the performance of bilingual toddlers. Bilingual toddlers who received 60% exposure to English or more performed like their monolingual peers on all measures. K-means cluster analyses and Levene variance tests confirmed the estimated English exposure cut-off at 60% for all language measures. Finally, for one additional language for which we had multiple participants, additional language CDI production scores were

  16. Comparative Study of Child Assessment Practices in English and Korean Preschools

    Science.gov (United States)

    Nah, Kwi-Ok

    2014-01-01

    Child assessment practices in English and Korean preschools were compared by analysing data from interviews with educators, examples of child assessment, and official documents from each country. Child assessment in England was systematically implemented and characterised by several methodological and procedural strengths, whereas assessment in…

  17. Socialization Goals, Parenting Practices, and Peer Competence in Chinese and English Preschoolers.

    Science.gov (United States)

    Pearson, Emma; Rao, Nirmala

    2003-01-01

    Examined relations between Hong Kong and English mothers' socialization goals and childrearing practices and their impact upon preschool peer competence. Found significant correlations between socialization toward filial piety and authoritarian practices, and valuing socioemotional development and authoritative parenting for both groups. Chinese…

  18. Socialization Goals, Parenting Practices, and Peer Competence in Chinese and English Preschoolers.

    Science.gov (United States)

    Pearson, Emma; Rao, Nirmala

    2003-01-01

    Examined relations between Hong Kong and English mothers' socialization goals and childrearing practices and their impact upon preschool peer competence. Found significant correlations between socialization toward filial piety and authoritarian practices, and valuing socioemotional development and authoritative parenting for both groups. Chinese…

  19. A Robot-Partner for Preschool Children Learning English Using Socio-Cognitive Conflict

    Science.gov (United States)

    Mazzoni, Elvis; Benvenuti, Martina

    2015-01-01

    This paper presents an exploratory study in which a humanoid robot (MecWilly) acted as a partner to preschool children, helping them to learn English words. In order to use the Socio-Cognitive Conflict paradigm to induce the knowledge acquisition process, we designed a playful activity in which children worked in pairs with another child or with…

  20. A Robot-Partner for Preschool Children Learning English Using Socio-Cognitive Conflict

    Science.gov (United States)

    Mazzoni, Elvis; Benvenuti, Martina

    2015-01-01

    This paper presents an exploratory study in which a humanoid robot (MecWilly) acted as a partner to preschool children, helping them to learn English words. In order to use the Socio-Cognitive Conflict paradigm to induce the knowledge acquisition process, we designed a playful activity in which children worked in pairs with another child or with…

  1. The influence of the language proficiency of English teachers who are not native speakers of English on the language skills of their learners / Rhelda Krügel

    OpenAIRE

    Krügel, Rhelda

    2005-01-01

    The purpose of this study is to investigate the influence of the language proficiency of English teachers who are not native speakers of English on the language skills of their learners. The words: English teachers in this study refer to teachers teaching English as subject learning area but who are not native speakers of English. The word learners refer to English second language learners. Although the literature review highlights the specific features of each of the language skills namely l...

  2. The influence of the language proficiency of English teachers who are not native speakers of English on the language skills of their learners / Rhelda Krügel

    OpenAIRE

    Krügel, Rhelda

    2005-01-01

    The purpose of this study is to investigate the influence of the language proficiency of English teachers who are not native speakers of English on the language skills of their learners. The words: English teachers in this study refer to teachers teaching English as subject learning area but who are not native speakers of English. The word learners refer to English second language learners. Although the literature review highlights the specific features of each of the language skills namely l...

  3. Phonological skills in English language learners.

    Science.gov (United States)

    Morrow, Alyse; Goldstein, Brian A; Gilhool, Amanda; Paradis, Johanne

    2014-01-01

    The purpose of this study was to examine the English phonological skills of English language learners (ELLs) over 5 time points. Sound class accuracy, whole-word accuracy, percentage of occurrence of phonological patterns, and sociolinguistic correlational analyses were investigated in 19 ELLs ranging in age from 5;0 (years;months) to 7;6. Accuracy across all samples was over 90% for all sound classes except fricatives and increased for all sound classes across time. Whole-word accuracy was high and increased across time. With the exception of cluster reduction, stopping, and final consonant deletion, the frequency of occurrence for phonological patterns was less than or equal to 5% at every time point. Sociolinguistic variables such as age of arrival, age of exposure, and age were significantly related to phonological skills. The results were consistent with the hypotheses outlined in Flege's (1995) speech learning model in that the phonological skills of ELLs increased over time and as a function of age of arrival and time. Thus, speech-language pathologists (SLPs) also should expect phonological skills in ELLs to increase over time, as is the case in monolingual children. SLPs can use the longitudinal and connected-speech results of this study to interpret their assessments of the phonological skills of ELLs.

  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 languag...

  5. Juggling Languages: A Case Study of Preschool Teachers' Language Choices and Practices in Mauritius

    Science.gov (United States)

    Auleear Owodally, Ambarin Mooznah

    2012-01-01

    Mauritius is a linguistically diverse island: most people on the island are native speakers of Mauritian Creole, a French-lexified Creole; English is the written medium of instruction in primary schools and French is taught as a compulsory subject. The discontinuity between the home language and the school languages is viewed as problematic by…

  6. English as a global language in ELT in China

    Institute of Scientific and Technical Information of China (English)

    吴迪

    2011-01-01

    A language achieves a global position in the world when it plays a special role among all the languages that is confirmed in every country. This essay is going to explore the development of English, its influence on Chinese, the ELT and implications for English teachers in China.

  7. 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…

  8. Traditions and Innovations: English Language Teaching in Russia

    Science.gov (United States)

    Ter-Minasova, Svetlana G.

    2005-01-01

    The English language in Russia: a brief survey. It includes a historical perspective, the traditions of the past and the new challenges of the present-day situation. The history is simple: it is based on a deep love of foreign languages in general and English in particular. Love against all odds, for better, for worse, for richer and for poorer.…

  9. Classification System for English Language Learners: Issues and Recommendations

    Science.gov (United States)

    Abedi, Jamal

    2008-01-01

    High-stakes decisions for the instruction and assessment of English language learner (ELL) students are made based on the premise that ELL classification is a valid dichotomy that distinguishes between those who are proficient in the use of the English language and those who are not. However, recent research findings draw a vague picture of the…

  10. Foreign Language Anxiety in a New English Program in Thailand

    Science.gov (United States)

    Tanielian, Adam R.

    2014-01-01

    Thailand boasts a robust ESL system in both public and private schools, where students learn various subjects from native speakers in the English language. Foreign language classroom anxiety (FLCA) is a subject that is relevant to ESL instruction and learning. This study assesses associations between FLCA and academic performance in English and…

  11. 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.…

  12. 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…

  13. 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.…

  14. Colonization and English Ideologies in India: A Language Policy Perspective

    Science.gov (United States)

    Bhattacharya, Usree

    2017-01-01

    A language policy document on English teaching asserted that in India, "the colonial origins [of English are] now forgotten or irrelevant" (NCERT 2006: 1). Using data obtained in the course of a longitudinal ethnographic investigation into the language and literacy practices of young multilingual boys living at an "anathashram"…

  15. Language Learning, Globalism, and the Role of English.

    Science.gov (United States)

    Tonkin, Humphrey

    2001-01-01

    Discusses the predominance of English in the world, but suggests that while more and more people are speaking English, a greater number of people around the world are learning other languages, leaving Americans behind. Points out that academics need language to move beyond a narrow context for intellectual exchange. (Author/VWL)

  16. Incorporating English Language Learner Instruction within Special Education Teacher Preparation

    Science.gov (United States)

    More, Cori M.; Spies, Tracy Griffin; Morgan, Joseph John; Baker, Joshua N.

    2016-01-01

    The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is…

  17. Effective Writing Assessment and Instruction for Young English Language Learners

    Science.gov (United States)

    Schulz, Melissa M.

    2009-01-01

    The total number of English Language Learners in the American public schools is more than 4.5 million students or 9.6% of the total school population. This article focuses on instructional writing strategies and assessments for English Language Learners in the elementary classroom. This article provides early childhood education teachers with…

  18. Working with English Language Learners: Preservice Teachers and Photovoice

    Science.gov (United States)

    Graziano, Kevin J.

    2011-01-01

    This study utilizes documentary photography and storytelling, photovoice, to identify the educational realities of 16 Hispanic English Language Learners from an urban elementary school in the Southwest. Reflections from preservice teachers who utilized photovoice to gather data from the English Language Learners of this study are also discussed.…

  19. Incorporating English Language Learner Instruction within Special Education Teacher Preparation

    Science.gov (United States)

    More, Cori M.; Spies, Tracy Griffin; Morgan, Joseph John; Baker, Joshua N.

    2016-01-01

    The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is…

  20. 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…

  1. On George Orwell ’ s Politics and the English Language

    Institute of Scientific and Technical Information of China (English)

    卢云川; 岳春梅

    2014-01-01

    George Orwell is an important essayist in the 20th century and of great influence for his critical essays. Politics and the English Language is an essay with an aim to criticize the misused English at the historical setting when World War II was about to break out. The following article is to explore the es-say’ s language style and its theme.

  2. 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...

  3. School Finance and English Language Learners: A Legislative Perspective

    Science.gov (United States)

    Jimenez-Castellanos, Oscar

    2010-01-01

    The state of California educates over six million or twelve percent of the nation's student population. Approximately three million are Latino and 1.5 million are classified as English Language Learners (ELLs). English Language Learners are significantly underperforming in math and reading compared to White students in all grade levels. The…

  4. 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…

  5. Creating Subjects: The Language of the Stage 6 English Syllabus

    Science.gov (United States)

    Anson, Daniel W. J.

    2016-01-01

    This paper investigates the language of the 2009 NSW Stage 6 English Syllabus. I argue that the language of the syllabus aims to create two distinct subjects: Subject English, that is, what students learn; and the subject position of its students, that is, what students are expected to become. Analysis reveals themes of personal development and…

  6. 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…

  7. Effective Writing Assessment and Instruction for Young English Language Learners

    Science.gov (United States)

    Schulz, Melissa M.

    2009-01-01

    The total number of English Language Learners in the American public schools is more than 4.5 million students or 9.6% of the total school population. This article focuses on instructional writing strategies and assessments for English Language Learners in the elementary classroom. This article provides early childhood education teachers with…

  8. 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.…

  9. Understanding Dialect and Developing Critical Literacy with English Language Learners

    Science.gov (United States)

    Coffey, Heather; Davila, Liv; Kolano, Lan

    2013-01-01

    English language learners (ELLs) are the fastest growing population in the US schools (National Center for Education Statistics (NCES), 2011); these students are consistently outperformed by their White counterparts on the National Assessment of Educational Progress data (NCES, 2011). While traditional English as a second language (ESL) classes…

  10. Sheltered Instruction for English Language Learners: Insights and Challenges

    Science.gov (United States)

    Macías, Ana H.; da Luz Fontes, Ana Areas; Kephart, Kerrie; Blume, María

    2013-01-01

    The authors report on an exploratory pilot project implemented in a large city on the U.S.-Mexico border. The project focuses on a curricular design in a secondary school where beginning-level English as a second language students are taught English language arts in Spanish. The researchers sought to determine whether these students made greater…

  11. 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…

  12. Critical Language Pedagogy in an Urban High School English Class

    Science.gov (United States)

    Godley, Amanda J.; Minnici, Angela

    2008-01-01

    The purpose of this study was to examine how classroom conversations about diverse dialects of English can provide a useful foundation for critical language and literacy instruction for students who speak African American Vernacular English (AAVE) and other stigmatized dialects. This article describes a weeklong unit on language variety that…

  13. 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…

  14. 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…

  15. 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…

  16. The Rhetorical Features of the English Advertising Language

    Institute of Scientific and Technical Information of China (English)

    GU Hui-wen

    2016-01-01

    This thesis mainly discusses the rhetorical features in English advertising language and studies the various effect of the English advertising language according to different rhetoric. Through the analysis of cases of each kind of rhetorical feature, writer found that different rhetoric features have different effects, which have different influences on consumers.

  17. 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…

  18. 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)

  19. 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…

  20. Third Grade English Language Arts: Underperformance on Statewide Assessments

    Science.gov (United States)

    Ramnarain, Taramattie

    2013-01-01

    The intent of this investigation was to examine the Kaplan K-12 program in an intervention process and identify the determinants that contributed to the void in performance in English language arts in Grade 3. As such, the researcher selected the Kaplan K-12 intervention program to shrink the void in performance in the English language arts within…

  1. The Importance and Usage of Body Language in English Teaching

    Institute of Scientific and Technical Information of China (English)

    曹丛丛

    2013-01-01

    Body language, as the most important nonverbal communication method, is a kind of silent language that people use their appearances, actions, gestures to express their thoughts and feelings. It is the innovation in English teaching field and this ad-vanced teaching method is very popular in Chinese-English teaching nowadays. It plays the key role to the success of the English teaching class. In this paper, the concept of body language and its importance, concrete utilization in English teaching have been further discussed.

  2. Different Features between English and Chinese Language and Translation Practice

    Institute of Scientific and Technical Information of China (English)

    罗胜华

    2014-01-01

    The different nature of the two languages-English and Chinese which directly affects the factual Chinese-to-English translation, leads to their basic characteristics by sending messages and exchanging information in the two languages. Most domes-tic scholars generally revolve around research on the discussion of“xinghe”and“yihe”which is indeed important research theme. In this article, the author focuses on the five characteristics under the study atmosphere, guiding students especially non-English majors to understand and grasp the differences between English and Chinese, and helping students acquire the basic lan-guage and culture for the translation competence development.

  3. THE ROLE OF TEACHER ATTITUDE IN PRESCHOOL LANGUAGE EDUCATION

    OpenAIRE

    BİRİCİK, Esma; ÖZKAN, Yonca

    2014-01-01

    Children seem to be motivated to get new things into their lives. However, it may sometimes be meaningless for a child to be interested in learning a foreign language for its own sake. The fact that they catch new things with no consciousness is undisputable but there is a crucial point that in a learning atmosphere, they need to be strongly motivated to learn the language. Based on this premise, this study aims to discuss the importance of motivation in teaching English to very young learner...

  4. Law and the Teacher of English and Language Arts.

    Science.gov (United States)

    Spicer, Harold O., Ed.; Mullican, James S., Ed.

    1975-01-01

    This special issue of the "Indiana English Journal" focuses on the law and the teacher of English and language arts. Included in the issue are the following articles: "The High School Press and Prior Restraint" by Roy Colquitt, "What's Obscene in Indiana? The New Law, the Miller Decision, and the Teaching of English" by Peter Scholl, and "The Law…

  5. Language Characteristics and Written Requirements of the Maritime English Correspondence

    Science.gov (United States)

    Shen, Jiang; Zhao, Zhenhua

    2011-01-01

    Aiming at the requirements of the maritime English correspondence, the language characteristics of the maritime English correspondence are analyzed in this article, and the factors influencing the written skills of the maritime English correspondence are discussed, and the principles of "7C" including the courtesy, the consideration, the…

  6. Analysis of the Language Features of Advertising English

    Institute of Scientific and Technical Information of China (English)

    刘心宇

    2014-01-01

    In this paper, the language features of advertising English are presented and analyzed from two aspects:the lexical usage and the rhetoric devices. I hope that these features of advertising English can be summarized roundly and let people know mean⁃ings and functions of advertising English clearly.

  7. A Study of Arizona's Teachers of English Language Learners

    Science.gov (United States)

    Rios-Aguilar, Cecilia; Gonzalez Canche, Manuel S.; Moll, Luis C.

    2012-01-01

    Background/Context: In September 2007, the Arizona State Board of Education adopted the Structured English Immersion (SEI) model proposed by the Arizona English Language Learner (ELL) Task Force.During the 2008-2009 academic year, it required all school districts to implement the SEI model.The SEI program, best known as the 4-hour English Language…

  8. Variables associated with Grade R English Additional Language ...

    African Journals Online (AJOL)

    reviewer 1

    learning English as an additional language may start school with smaller vocabularies than their monolingual ... English listening and speaking skills in Grade R learners, than a play-based approach. Apart from the ...... of educational linguistics in pre-serving training at ... Learning difficulties or learning English difficulties?

  9. Learning Your Lines: Negotiating Language and Content in Subject English

    Science.gov (United States)

    Davison, Chris

    2005-01-01

    Subject English is a central feature of state-mandated curriculum in English-speaking contexts and a high-stakes barrier to be negotiated for successful graduation from secondary school, irrespective of language and cultural background. In an increasingly globalized world, subject English is also being reconstituted in new and unfamiliar contexts,…

  10. 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…

  11. Japanese Elementary School Teachers and English Language Anxiety

    Science.gov (United States)

    Machida, Tomohisa

    2016-01-01

    "Foreign language activities" (English) officially began in Japanese elementary schools in April 2011. Since that starting date, and despite insufficient knowledge and preparation, classroom teachers have been required to instruct in English. They also have been required to team-teach with native-English-speaking assistant language…

  12. Perceptions of ELT among English Language Teachers in China

    Science.gov (United States)

    Lee, Jackie Fung-King

    2009-01-01

    There has been growing enthusiasm for English learning in China in recent years. This development, along with the introduction of a new English curriculum in 2001, has brought a breakthrough in English language teaching (ELT) in China. In the new curriculum, the traditional emphasis on grammar and vocabulary is replaced by a focus on the…

  13. Equity for English Language Learners in Mathematics Classrooms

    Science.gov (United States)

    Borgioli, Gina M.

    2008-01-01

    Although English Language Learners (ELLs) quickly acquire basic interpersonal communication skills, most struggle for several years with reading and writing academic content in English. In particular, in English-only mathematics classes, children are likely to have difficulty reading and comprehending text, reading word problems, and giving…

  14. 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…

  15. English Camp: A Language Immersion Program in Thailand

    Science.gov (United States)

    Rugasken, Kris; Harris, Jacqueline A.

    2009-01-01

    A summer English camp language immersion program, which began in 2003, provided instruction by native English speakers to Thai college students via collaboration between Prince of Songkla University in Thailand and Ball State University in Indiana, USA. During this program, Thai students were exposed to English formally through classroom…

  16. Facilitating Vocabulary Acquisition of Young English Language Learners

    Science.gov (United States)

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

    2010-01-01

    Purpose: 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. Method: Twenty-two…

  17. A Study of English Second Language Phonology. CUNYForum, No. 3.

    Science.gov (United States)

    Vago, Robert M.; Altenberg, Evelyn

    This study identified two types of interference between Hungarian and English: phonetic and phonological interference. Four native speakers of Hungarian who are second language speakers of English read a passage containing a wide variety of sounds in different phonological environments. A set of rules mapping American English onto…

  18. Constructing Language: Evidence from a French-English Bilingual Child

    Science.gov (United States)

    Macrory, Gee

    2007-01-01

    This paper presents evidence from a French-English bilingual child between the ages of two years three months and three years five months, growing up bilingually from birth, with a French mother and English father in an English speaking environment. In focussing upon questions in the child's two languages, and charting in some detail the emergence…

  19. Language Ability of Young English Language Learners: Definition, Configuration, and Implications

    Science.gov (United States)

    Gu, Lin

    2015-01-01

    In this study I examined the dimensionality of the latent ability underlying language use that is needed to fulfill the demands young learners face in English-medium instructional environments, where English is used as the means of instruction for teaching subject matters. Previous research on English language use by school-age children provided…

  20. Language Ability of Young English Language Learners: Definition, Configuration, and Implications

    Science.gov (United States)

    Gu, Lin

    2015-01-01

    In this study I examined the dimensionality of the latent ability underlying language use that is needed to fulfill the demands young learners face in English-medium instructional environments, where English is used as the means of instruction for teaching subject matters. Previous research on English language use by school-age children provided…