Primary School Chinese Language and Literacy Curriculum Reforms in China After 1949

2012 ◽  
pp. 129-140 ◽  
Author(s):  
Jiening Ruan ◽  
Lijun Jin
Keyword(s):  
Primary School ◽  
Chinese Language ◽  
Language And Literacy ◽  
Literacy Curriculum ◽  
Curriculum Reforms

The relationship between extracurricular music activity participation and music and Chinese language academic achievements of primary school students in China

2021 ◽  
pp. 030573562110276
Author(s):  
Hui Guo ◽  
Wen Yuan ◽  
C Victor Fung ◽  
Fumei Chen ◽  
Yanfang Li
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Fourth Graders ◽  
Chinese Language ◽  
Activity Participation ◽  
Primary School Students ◽  
School Students ◽  
Family Socioeconomic Status ◽  
Academic Achievements ◽  
The Relationship

In this study, we explored the relationship between extracurricular (formal and informal) music activity participation and music and Chinese language academic achievements of primary school students in China. Fourth graders ( N = 10,958) reported their demographic information and extracurricular music activity participation, and completed two standardized academic achievement tests, one on music and another on the Chinese language. Results showed that students’ music activity participation was related to higher music academic achievement after controlling for gender, school location, and family socioeconomic status. The effect of students’ informal music activity participation on their music academic achievements was greater than that of students’ formal music activity participation. Remarkably, students’ informal music activity participation was also positively related to their Chinese language academic achievement, while formal music activity participation showed a negative correlation with academic achievement in Chinese language. Findings contributed to an increased understanding of the influence of different kinds of extracurricular music activities on students’ academic developments.

English language and literacy proficiency of students in an urban Fiji primary school

2018 ◽  
Vol 32 (2) ◽  
pp. 223-238
Author(s):  
Suzanne C. Hopf ◽  
Sarah H. McDonagh ◽  
Cen Wang ◽  
Sharynne McLeod
Keyword(s):  
Primary School ◽  
English Language ◽  
Language And Literacy ◽  
Literacy Proficiency

Language and Literacy Curriculum Supplement for Preschoolers Who Are Academically At Risk: A Feasibility Study

2010 ◽  
Vol 41 (2) ◽  
pp. 161-178 ◽  
Author(s):  
Laura M. Justice ◽  
Anita S. McGinty ◽  
Sonia Q. Cabell ◽  
Carolyn R. Kilday ◽  
Kathy Knighton ◽  
...  
Keyword(s):  
At Risk ◽  
Feasibility Study ◽  
Language And Literacy ◽  
Literacy Curriculum ◽  
Academically At Risk

The Feasibility and Usability of the Read it Again Dual Language and Literacy Curriculum

2015 ◽  
Vol 44 (5) ◽  
pp. 453-461 ◽  
Author(s):  
Lillian K. Durán ◽  
Brenda K. Gorman ◽  
Theresa Kohlmeier ◽  
Chase Callard
Keyword(s):  
Dual Language ◽  
Language And Literacy ◽  
Literacy Curriculum

scholarly journals Exploring the Effectiveness of Using Big Books in Teaching Primary English in Malaysian Classrooms

2008 ◽  
Author(s):  
Aizan Yaacob ◽  
Annamaria Pinter
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Primary School ◽  
Language Learning ◽  
Literacy Development ◽  
Learning Opportunities ◽  
Active Participation ◽  
Interaction Patterns ◽  
Active Engagement ◽  
Language And Literacy

There are many benefits of using stories for language and literacy development particularly in the areas of vocabulary (Cameron, 2001; Elley, 1989; Penno, Wilkinson & Moore 2002; Hargrave & Senechal, 2000) and reading comprehension. Yet, much is still unknown in second language (L2) contexts. This paper investigates the use of Big Books in primary English in Malaysia where English is taught as an official second language. It draws on transcript data from one teacher from one primary school to illustrate how students’ active participation and interest in language learning emerged as the teacher introduced Big Books instead of the textbook. Our data shows that practice with Big Books changes the interaction patterns and learning opportunities. Students were actively involved and they contributed to the discussions and made spontaneous comments about the stories. Most importantly, the teacher’s elicitation skill is essential in enhancing students’ learning. The Ministry of Education’s hopes to provide more active engagement and to increase students’ interests and motivation through stories were achieved.  

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