scholarly journals RETRACTED: Impact of dramatics on composition skills of secondary school English language learners

2010 ◽  
Vol 2 (2) ◽  
pp. 688-693
Author(s):  
Muhammad Rashid Hafeez ◽  
Saiqa Imtiaz Asif
Keyword(s):  
English Language Learners ◽  
Secondary School ◽  
Language Learners ◽  
English Language

The Way We Teach Writing Now: The Secondary School Perspective

PMLA ◽  
2018 ◽  
Vol 133 (1) ◽  
pp. 171-178
Author(s):  
Lisa Eddy ◽  
Kevin English ◽  
Beth Shaum ◽  
Sarah Andrew-Vaughan
Keyword(s):  
English Language Learners ◽  
School Districts ◽  
Secondary School ◽  
Language Learners ◽  
State Government ◽  
English Language ◽  
Retention Rates ◽  
Faculty Retention ◽  
Hierarchical Relations ◽  
The Way

Class size and teaching load, hierarchical relations between college and high school, mandates from federal and state government as well as school districts and principals, the socioeconomic status of communities in which schools are located, required external assessments, student and faculty retention rates, and literacy levels of English language learners all shape the way writing is taught in secondary school.

scholarly journals A STUDY OF ATTITUDE AND MOTIVATION OF ENGLISH LANGUAGE LEARNERS AT SECONDARY SCHOOL STUDENTS OF HYDERABAD-KARNATAKA REGION

2021 ◽  
Vol 58 (1) ◽  
pp. 4786-4793
Author(s):  
Ranju T Nair, Dr. U. K. Kulkarni
Keyword(s):  
English Language Learners ◽  
Secondary School ◽  
Language Learners ◽  
Secondary School Students ◽  
English Language ◽  
School Type ◽  
School Students ◽  
Significant Difference ◽  
Improvement Programs ◽  
Attitude And Motivation

This study was attempted to investigate the   attitude and motivation of English Language Learners at secondary school students of Hyderabad-Karnataka region. A standardized questionnaire was administered in the form of survey to 900 IX standard students from Hyderbad-Karnataka region (Bellary, Bidar, Kalabugi, Koppal,Raichur and Yadgir) to collect data regarding their motivation and attitude towards learning English Language.The collected data was statistically analyzed using suitable statistical methods like  mean,standard deviation, t test,one way analysis of varience (ANOVA). The result revealed that there is a significant difference between  the gender and locality of the school,type of school,type of management. This study recommended that the relevant language improvement programs and activities are also discussed in accordance with the students language difficulties as communicated in the open-ended questions to increase their motivation and attitude in English language.Hence it was concluded that more classroom activities in the study of English enhance pupils attitude and motivation to learn English

scholarly journals Tracking the Success of English Language Learners within the Context of the Ontario Secondary School Literacy Test

2011 ◽  
Vol 40 (1) ◽  
Author(s):  
Han Han ◽  
Liying Cheng
Keyword(s):  
High School ◽  
English Language Learners ◽  
Secondary School ◽  
Language Learners ◽  
Large Scale ◽  
English Language ◽  
Educational Achievement ◽  
Subject Area ◽  
Cultural Learning ◽  
Literacy Test

The study tracked 8 high school English Language Learners (ELLs) from 2 Ontario secondary schools located in small Ontario cities for 3 years and closely documented their linguistic, cognitive, and socio-cultural learning experiences. Each student was visited 2-4 times per year and face-to-face interviews were used on each visit. It was found that these students‘ difficulties in academic English were the major challenge to their success in their high school subject-area courses and in the Ontario Secondary School Literacy Test (OSSLT). These challenges, in turn, affected their educational goals. The findings of this study provide a rich understanding of these students‘ educational achievement as they concurrently learned English and their subject-area courses within the context of the OSSLT—a large-scale high-stakes literacy test. Cette étude recense trois années d‘expériences d‘apprentissage linguistiques, cognitives et socio culturelles de huit allophones d‘anglais langue seconde (ALS) issus de deux écoles secondaires situées dans des petites villes de l‘Ontario. Chaque étudiant a été interviewé en face à face deux à quatre fois par an. Les résultats montrent que la difficulté majeure de ces étudiants est l‘apprentissage de l‘anglais académique et que cet apprentissage détermine leur succès dans tous les autres cours au niveau du lycée et au Test Provincial des Compétences Linguistiques (TPCL) de l‘Ontario. Ce défi affecte également leurs objectifs éducatifs. Les résultats de cette étude montrent non seulement les performances éducatives de ces étudiants en ALS mais aussi dans leurs autres cours dans le cadre du TPCL, un test à enjeux élevés.

scholarly journals Every teacher is a language teacher: Preparing teacher candidates for English language learners through service-learning

2013 ◽  
Vol 6 ◽  
Author(s):  
Yanan Fan
Keyword(s):  
English Language Learners ◽  
Service Learning ◽  
Secondary School ◽  
Language Learning ◽  
Language Learners ◽  
Teacher Candidates ◽  
English Language ◽  
School Teacher ◽  
The United States ◽  
Pedagogical Tools

Secondary school teachers in the United States are facing urgent challenges in their increasingly heterogeneous classrooms where the presence of English language learners (ELLs) is becoming the norm. This study reports preliminary findings of a qualitative, interpretive case study of secondary school teacher candidates learning to teach English language learners through service-learning in Northern California. In a semester-long tutoring project, candidates focused on individual ELLs in their inquiry into language learning, in which they (re)constructed their sociolinguistic knowledge of English and their tutees’ home languages in context. Moreover, the mutually beneficial relationships among members of the language community encouraged candidates’ critical reflections on language learning. The study offers instructional experiences for teachers and teacher educators to develop sociolinguistic and pedagogical tools while supporting, and being supported by, the ELL communities. Keywords: teacher education, service-learning, sociocultural perspective, English language learners, secondary schools, teacher knowledge

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language
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