Number and two languages in the early years

2013 ◽  
Vol 36 (3) ◽  
pp. 335-354 ◽  
Author(s):  
Melanie Wilkinson ◽  
John Bradbury
Keyword(s):  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
First Language ◽  
Concept Development ◽  
Early Years ◽  
Language Of Instruction ◽  
Arnhem Land ◽  
Early Number

This paper focuses on the role of language and some issues associated with identifying appropriate language of instruction for three foundational Maths ideas in the Early Years of schooling. These are considered in relation to the project: Strong Literacy and Numeracy in Communities – Numeracy Component. This had two broad goals, firstly to work with paraprofessional Indigenous teachers to determine an effective language of instruction for specific foundational numeracy concepts and secondly, to create a resource to enable this to be shared. Only two of the project sites are considered here. Both are in Yolŋui communities in northeast Arnhem Land, where English is not widely used for interaction. We focus on the use of first language, Djambarrpuyŋu, for the children’s concept development. The English language that can be used is determined by what is possible for early second language learners. We will share some samples of the Djambarrpuyŋu identified for teaching early number ideas. We will describe the process by which suitable expressions for the key ideas in Djambarrpuyŋu were identified and some issues that arose regarding the use of language for comparing numbers. The project showed how ‘Maths’ lessons are a time both for concept development and for language development.

scholarly journals An Overview of the Persian EFL learners’ Spelling Difficulties

2019 ◽  
Vol 6 (6) ◽  
pp. 127
Author(s):  
Maryam Alipour ◽  
Khazriyati Salehuddin ◽  
Siti Hamin Stapa
Keyword(s):  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Native Speakers ◽  
First Language ◽  
Efl Learners ◽  
Comprehensive Literature Review ◽  
Conceptual Paper ◽  
English Spelling

Spelling is considered a difficult skill for foreign and second language learners of English as the ability to spell in English language comes with a lot of effort, particularly when the English spelling system is known to be a complex system, even among native speakers. The difficulties could be linguistic and extra-linguistic. This conceptual paper reviews the differences and similarities between English and Persian spelling system, the sages of spelling difficulties among children, particularly the approach suggested by Tabrizi, Tabrizi, and Tabrizi (2013)in which the stages of learning spelling among Iranian learners are analyzed. The types of morphological, phonological, and orthographical spelling difficulties, factors contributing to the spelling difficulty, as well as a comprehensive literature review of EFL studies conducted on English spelling are provided in this paper. Finally, the mental processing and the role of memory are discussed briefly. It was concluded that examining the differences between the learners’ first language and English language may provide useful insights into the English spelling problems faced by EFL learners.

scholarly journals Errors in Making Indirect Questions in the Interlanguage of Students at the Faculty of Food Technology

2022 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Antonija Šarić
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
English Language ◽  
Second Language Learners ◽  
Mother Tongue ◽  
First Language ◽  
Food Technology ◽  
Subordinate Clauses ◽  
Last Stage

In this paper, the author attempts to identify the most common errors that occur in the interlanguage of students at the Faculty of Food Technology when formulating indirect questions in English language. According to Processability theory (PT), language is acquired in a predictable way, in six stages, the last stage being acquiring word order in subordinate clauses, i.e. cancelling inversion. Since interlanguage presents a dynamic language system that retains some features of the first language or generalizes the second language rules in speech or writing, the origin of errors can be found in mother tongue or in the misapplication of the rules when adopting a second language. Although PT is not concerned with the errors made by the second language learners, this paper will try to identify the origin of errors that appear in the students' interlanguage and the acquisition of the last stage, i.e. the word order in subordinate clauses. In that way, it will be determined whether the errors (inter- or intralingual) made by the students prevent them from acquiring the last stage of PT.

scholarly journals Understanding the influence of a second language on the academic performance of learners in information technology : a case study of isiZulu-speaking English second language learners in KwaZulu-Natal

2002 ◽  
Author(s):  
◽  
Mandisa Purity Njobe
Keyword(s):  
Information Technology ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
First Language ◽  
Information Technology Education ◽  
University Of Technology ◽  
English Second Language ◽  
Kwazulu Natal

Over the years, computers have been introduced to many South African classrooms in an attempt to improve education, and this is true for Previously Technologically Disadvantaged (PTD) schools in Kwazulu-Natal with learners whose first language is isiZulu. However, frameworks of computer learning vary widely and there is a crucial need to understand how specific situational conditions either facilitate or constrain the implementation of computer-supported learning in these schools. This thesis discusses research undertaken to document the process of introducing localised OpenOffice.org.za software with an isiZulu interface into Information Technology education at PTD schools in the KwaZulu-Natal province. The thesis also documents the process of introducing a dual language medium in Information Technology at the Durban University of Technology. The study investigates the English language as one of the possible causes of the lack of understanding of computers by English second language learners.

scholarly journals THE ROLE OF ACOUSTIC CUES AND LISTENER PROFICIENCY IN THE PERCEPTION OF ACCENT IN NONNATIVE SOUNDS

2017 ◽  
Vol 41 (1) ◽  
pp. 179-200 ◽  
Author(s):  
Nikola Anna Eger ◽  
Eva Reinisch
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
First Language ◽  
Production Quality ◽  
Acoustic Cues ◽  
Accented Speech ◽  
Minimal Pairs

AbstractThe speech of second language learners is often influenced by phonetic patterns of their first language. This can make them difficult to understand, but sometimes for listeners of the same first language to a lesser extent than for native listeners. The present study investigates listeners’ awareness of the accent by asking whether accented speech is not only more intelligible but also more acceptable to nonnative than native listeners. English native speakers and German learners rated the goodness of words spoken by other German learners. Production quality was determined by measuring acoustic differences between minimal pairs with “easy” versus “difficult” sounds. Higher proficient learners were more sensitive to differences in production quality and between easy and difficult sounds, patterning with native listeners. Lower proficient learners did not perceive such differences. Perceiving accented productions as good instances of L2 words may hinder development because the need for improvement may not be obvious.

scholarly journals Coherence: Implications for teaching writing

2016 ◽  
Vol 2 (1) ◽  
pp. 17-30
Author(s):  
Emilija Sarzhoska-Georgievska
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Academic Writing ◽  
English Language ◽  
Second Language Learners ◽  
First Language ◽  
Teaching Writing ◽  
Written Discourse ◽  
Argumentative Essays ◽  
L1 And L2

The paper presents the results of a study consisting of three text-based analyses of groups of student argumentative essays written on the same topic. The aim was to identify text-based features of coherence in L1 and L2. The analyses were carried out on essays written by first and third year undergraduates at the Department of English Language and Literature, Faculty of Philology "Blazhe Koneski" at the Ss. "Cyril and Methodius" University in Skopje, Republic of Macedonia who wrote in their first language Macedonian, L1, and in English as a foreign language, L2. The goal was to recognise the importance of discourse organisation in academic writing in L1, and to examine factors which may affect second language learners' competence in the organisation of written discourse in English as a foreign language, L2. The paper points out the differences in the rhetorical models in Macedonian and English written discourse and how these differences may have an impact on writing assessment and the teaching of writing at university level.

scholarly journals The patterns and prevalence of monosyllabic three-letter-word spelling errors made by South African English First Additional Language learners

2017 ◽  
Vol 7 (1) ◽  
pp. 10 ◽  
Author(s):  
Brahm Fleisch ◽  
Kamala Pather ◽  
Geeta Motilal
Keyword(s):  
South African ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
First Language ◽  
Secondary Analysis ◽  
Randomised Control Trial ◽  
Spelling Errors ◽  
Error Patterns ◽  
Word Spelling

There is growing evidence of systematic underachievement of South African primary school learners in reading in English as the first additional language. There is a small but growing literature that provides insights, that is, causes, patterns and prevalence, into this phenomenon. Through a secondary analysis of a spelling component of a literacy test that was administered as an end-line assessment for a randomised control trial, this article provides new evidence for and insight into the patterns and prevalence of English language spelling errors made by Grade 4 second-language learners. The study specifically coded errors on four monosyllabic three-letter words for 2500 Grade 4 learners tested individually at the end of the second term in 2014. Three distinct linguistic error patterns were identified. The most frequent error patterns involved the incorrect use of the vowel grapheme, for example bed was spelled ‘bad’. The second pattern related to common errors associated with the transfer of linguistic, orthographic patterns from the first language (isiZulu). The final pattern suggests that between 6% and 8% of learners were struggling to make the basic phoneme–grapheme connection. This pattern, however, would need to be confirmed with oral interviews. The implications of these error patterns are discussed.

scholarly journals Young English language learners making thinking and language visible

2011 ◽  
pp. 126
Author(s):  
Angela K Salmon
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
English Language ◽  
First Language ◽  
Action Research Project ◽  
Additive Bilingualism ◽  
Visible Thinking

This paper aims to provide teachers with a resource to assist them in understanding the inner workings of young English Language Learners (ELLs) and how they externalize their thoughts in either their first or second language. This article not only analyzes how teachers can help children acquire a second language without sacrificing their first language and motivation, but also focuses on language processing in bilingual children through providing an understanding of both the interplay between language and cognition and the role of the environment. Results from an action research project implementing Harvard Project Zero’s Visible Thinking ideas serve as evidence to discuss the benefits of creating a culture of thinking in the classroom to promote additive bilingualism in young children.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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