scholarly journals Review of Manchón (2020): Writing and Language Learning. Advancing Research Agendas

2021 ◽  
Author(s):  
Paul Pauwels
Keyword(s):  
Language Learning ◽  
Research Agendas

Framing and Reviewing Hip-Hop Educational Research

2009 ◽  
Vol 79 (2) ◽  
pp. 946-978 ◽  
Author(s):  
Emery Petchauer
Keyword(s):  
Language Learning ◽  
Educational Research ◽  
Hip Hop ◽  
Historical Context ◽  
Integrative Review ◽  
Future Research ◽  
Theoretical Perspectives ◽  
New Directions ◽  
Research Agendas ◽  
Learning Identity

Hip-hop has become relevant to the field of education because of its implications for understanding language, learning, identity, curriculum, and other areas. This integrative review provides historical context and cohesion for the burgeoning and discursive body of hip-hop scholarship by framing it according to three heuristic categories and briefly discussing the strengths and weaknesses for the field of education. The article then critically reviews three major strands of selected literature across these categories that are relevant to educational research. Finally, the article outlines new directions for future research and corresponding theoretical perspectives and strategic methods. With these purposes, this review is intended to inform both researchers unfamiliar with hip-hop and scholars who have centered hip-hop in their research agendas.

scholarly journals Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

2018 ◽  
Vol 8 (2) ◽  
pp. 247-267
Author(s):  
Rosa M. Manchón
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Strategic Behavior ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Future Research ◽  
Writing Strategies ◽  
Learning Potential ◽  
Feedback Processing ◽  
Research Agendas

This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.

scholarly journals Book review_Writing and language learning: Advancing research agendas

2021 ◽  
Vol 13 (vol. 13 issue 2) ◽  
pp. 323-327
Author(s):  
E. Dux Speltz ◽  
E. Chukharev-Hudilainen
Keyword(s):  
Language Learning ◽  
Research Agendas

scholarly journals Book review_Writing and language learning: Advancing research agendas

2021 ◽  
Vol 13 (vol. 13 issue 2) ◽  
pp. 323-327
Author(s):  
E. Dux Speltz ◽  
E. Chukharev-Hudilainen
Keyword(s):  
Language Learning ◽  
Research Agendas

scholarly journals Book review: Autonomy in Language Learning and Teaching: New Research Agendas edited by Alice Chik, Naoko Aoki and Richard Smith

2019 ◽  
pp. 401-405
Author(s):  
Gamze A. Sayram
Keyword(s):  
Language Learning ◽  
Future Research ◽  
Learning And Teaching ◽  
Research Agendas ◽  
New Research ◽  
Research Studies

This edited collection of research studies makes an important theoretical and practical contribution to the literature by illustrating the expanding dimensions of autonomous language learning and teaching, deepening our conceptualization of the pedagogical norms and approaches, proposing new research scopes, contexts and settings for future research.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

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