scholarly journals A rationale for acknowledging the diversity of learner achievements in learning particular languages in school education in Australia

2012 ◽  
Vol 35 (3) ◽  
pp. 231-250 ◽  
Author(s):  
Angela Scarino
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Rating Scale ◽  
Empirical Studies ◽  
Educational Systems ◽  
Ongoing Research ◽  
History Of ◽  
K 12 ◽  
Diverse Learner

In school languages education in Australia at present there is an increasing diversity of languages and learners learning particular languages that results from a greater global movement of students. This diversity builds on a long-established profile of diversity that reflects the migration history of Australia. It stands in sharp contrast to the force of standardisation in education in general and in the history of the development of state and national frameworks for the learning of languages K-12 in Australia and indeed beyond. These frameworks have characteristically generalised across diverse languages, diverse learner groups and diverse program conditions, in particular, the amount of time made available for language learning. In addition, in the absence of empirical studies of learner achievements in learning particular languages over time, the development of such frameworks has drawn primarily on internationally available language proficiency descriptions [such as the American Council for the Teaching of Foreign Languages (ACTFL), the International Second Language Proficiency Rating Scale (ISLPR), and more recently the Common European Framework of Reference (CEFR)] that were developed primarily to serve reporting and credentialing rather than learning purposes. Drawing on a description of the current context of linguistic and cultural diversity and on a brief characterisation of the history of curriculum and assessment framework development for the languages area, I provide a rationale for acknowledging in the development and use of frameworks (i.e. descriptions of achievements) the diversity of languages that comprise the languages learning area in Australia and, in particular, the diverse learner groups who come to their learning with diverse experiences of learning and using particular languages. The Student Achievement in Asian Languages Education (SAALE) study provides an example of the development of descriptions of achievement that are sensitive to these dimensions of context. I discuss the rationale for such context-sensitive descriptions in relation to their potential purposes and uses at the language policy and planning and educational systems level, at the teaching and learning level, and in ongoing research.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

2021 ◽  
pp. 136216882199414
Author(s):  
Maite Santiago-Garabieta ◽  
Rocío García-Carrión ◽  
Harkaitz Zubiri-Esnaola ◽  
Garazi López de Aguileta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Educational Systems ◽  
Language Of Instruction ◽  
Dialogic Teaching ◽  
Collaborative Interactions ◽  
Diverse Context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

scholarly journals THE SIOP MODEL AS AN EMPOWERING TEACHING METHOD FOR ENGLISH LANGUAGE LEARNERS - A STUDY CASE

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustapha Boughoulid
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Method ◽  
Mother Tongue ◽  
Economic Status ◽  
Educational Systems ◽  
Quasi Experimental

The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. The Sheltered Instruction Observation Protocol (SIOP) Model emerged as one of the worldwide prominent teaching methods that guarantee the ELLs success, especially when it has to do with the understanding of the content and language learning meanwhile. With its diverse culture and prominent engagement in terms of education, Morocco represents a fertile field for the implementation of the SIOP Model that has proven in different contexts its adequacy in helping ELLs achieve proficiency. This study is about a quasi-experimental research that is implemented in an urban school known for its diversification in terms of mother tongue, socio-economic status, gender, and background. Given these different circumstances of the learners, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners’ capacity of understanding and responding correctly throughout the experiment phase showed the superiority of the ELLs in the SIOP classes in contrast to the learners in the mainstream classes. This superiority is embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

A Brief History of Networked Classrooms to 2013

2014 ◽  
Vol 3 (4) ◽  
pp. 1-51 ◽  
Author(s):  
Louis Abrahamson ◽  
Corey Brady
Keyword(s):  
Teaching And Learning ◽  
Driving Forces ◽  
Early Response ◽  
Ease Of Use ◽  
2Nd Generation ◽  
What Works ◽  
The Usa ◽  
History Of ◽  
Response Systems ◽  
K 12

The original work spoke of a burgeoning sense of excitement surrounding networked classrooms and their growing use throughout universities worldwide. Today, the picture is more complex and substantially more interesting. Driving forces, which include growing acceptance of the evolving nature of teaching and learning, high quality experiments showing what works, and a revolution in the capability, cost, and ease of use of the enabling technologies, are changing the world of education. This is evidenced by the dramatic spread of networked classrooms: today almost every K-12 school and 1 in 6 classrooms in the USA have a system. This evolution, and the interwoven forces that have produced it, make an interesting tale. But, perhaps even more interesting is the future that these events portend. This paper tries to relate the past in order to look toward that future. Beginning with a brief history of early response systems, it takes up the story from the first author's own experience leading a team through hardware barriers, misconceptions about pedagogy, and subsequent classroom successes, to summarize the variety of uses of classroom networks, and how they can lead to improved teaching and learning. It then describes the struggles to evolve the technology from 1st to 2nd generation, and a subsequent nationwide randomized control trial in the teaching of Algebra, using this newer technology, which yielded significant gains in student learning. Finally, imbedded within the narrative, are growing revelations that show why this is such a potentially important area of study for improving education, and why more powerful types of modern systems appear imminent.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

scholarly journals Enhancing Chinese Students’ Learning in an Australian 2+2 Undergraduate Engineering Program

2018 ◽  
Vol 7 (5) ◽  
pp. 86
Author(s):  
Peter Edward Doe ◽  
Sarah Lyden ◽  
Seeta Jaikaran-Doe ◽  
Xiaolin Wang
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Chinese Students ◽  
Undergraduate Engineering ◽  
Flash Cards ◽  
Effective Delivery ◽  
Additional Support

Undergraduate engineering units (subjects) are delivered by Australian academics at two universities in China over a three-week period. Students may choose to transfer to the Australian university to complete the final two years of the Bachelor of Engineering with Honours degree (2+2 program). The aim of this study is to determine what strategies are most effective for the Australian university academics to adopt for effective delivery of engineering units at Chinese universities. A mixed methods approach was applied to in-class feedback and student surveys. Three major themes: Language, Learning and Social were identified. These themes were further explored in a quantitative survey of Chinese students newly-arrived in Australia in 2016. Successful strategies for delivering engineering units included referring questions to discussion groups; students explaining difficult concepts to other students; writing key words on the board and flash cards. The principal concern for students before they transferred to Australia was the teaching and learning style of the Australian university academics. However, English language proficiency was the major concern for students transferred to Australia. The strategy for improving Chinese students’ engagement and learning outcomes should focus on additional support both in China and Australia.

Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 269-286 ◽  
Author(s):  
Íde O'Sullivan
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Empirical Studies ◽  
Metacognitive Skills ◽  
New Literacy ◽  
Process Oriented ◽  
Oriented Approach ◽  
Language Teaching And Learning

AbstractCorpora and concordancing have become much more widely available as researchers recognise that they can significantly enrich the language learning environment. There is still, however, a strong resistance towards corpus use by teachers and learners (Römer, 2006:122). An understanding of the implications and relevance of corpus use for pedagogy may help teachers and learners overcome this resistance, and hence accelerate the process of “percolation” (McEnery & Wilson, 1997:5) or the “trickle down” (Leech, 1997:2) of corpus research to language teaching and learning. The pedagogical context in which learners' consultation of corpora (corpus consultation literacy) can be developed is fundamental in understanding this new literacy and developing it so that it leads to successful language teaching and learning. This paper seeks to investigate the role which corpus consultation literacy plays in enhancing the language learning process and, consequently, aims to establish whether this new literacy can contribute to a process-oriented approach to language learning. Firstly, a theoretical overview of a process-oriented approach to language learning will be outlined, before investigating if corpus consultation can potentially enhance such an approach. This will be supported by evidence from a number of published empirical studies, covering aspects such as learning within a constructivist framework, and the development of cognitive and metacognitive skills through the use of cognitive and developmental tools. Learners' comments from related studies, namely Chambers and O'Sullivan (2004), O'Sullivan (2006), and O'Sullivan and Chambers (2006), which pertain to the learning process and the influence of corpus consultation literacy on this same process, will also be considered. The hypothesis presented here is that corpus consultation literacy can enhance a process-oriented approach to language teaching and learning. It is envisaged that this research will contribute towards the establishment of a sound theoretical and pedagogical foundation for the integration of corpus consultation literacy into language teaching and learning.

scholarly journals Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

2019 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
Mohammad Owais Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
College Education ◽  
Uttar Pradesh ◽  
English Language Teaching ◽  
Intermediate Students ◽  
Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

scholarly journals IMPROVING MOTIVATION OF LEARNING ENGLISH SUBJECT THROUGH INTEGRATION OF URBAN LEGEND LITERACY - A SHORT PLAY IN NARRATIVE TEXT OF TETH GRADE STUDENTS AT SMAN 8 MALANG

2020 ◽  
Vol 3 (2) ◽  
pp. 96-101
Author(s):  
Evy Maria K ◽  
◽  
Prambudi Nur Adhitama ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Rating Scale ◽  
Narrative Text ◽  
Diverse Range ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Urban Legend ◽  
Learning English

This study aims at implementing integration teaching technique between Urban legend literacy with short-play in narrative text for educational purposes It uses as teaching strategies on improving students motivation and to raise further comprehension on important value of narrative text. The researh design was Classroom Action Research (CAR) design with qualitative approach. Interview guide, questionnaire, and rating scale were used as research instruments. The steps were planning, implementing observing, and reflecting. The participants of this study were tenth grade (X) students from the class of MIPA 6 and IPS 1 & 2 in SMAN 8 Malang. The data was analyzed qualitatively. Regarding the result of this present study, it is showed that this integration teaching technique was significantly effective and appropriate to be applied for tenth grade students, This technique also encourages students in discovering diverse range of National Urban Legend Literacy to be preserved. This study gave contributions in supporting English language learning in Indonesia, increasing the students’ motivation in learning English, and making the process of teaching and learning English becoming more interesting.

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