Academic language and literacy socialization through project-based instruction

2005 ◽  
Vol 15 (1) ◽  
pp. 191-206 ◽  
Author(s):  
Gulbahar H. Beckett
Keyword(s):  
Secondary School ◽  
Teacher Perceptions ◽  
Research Study ◽  
Academic Language ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Esl Students ◽  
Teachers And Students ◽  
Based Instruction ◽  
Esl Learners

Project-based instruction has been heralded as a most promising activity that can socialize students into academic language and literacy skills (e.g., Beckett, 1999; Stoller, 1997). However, there is scanty research on project-based instruction in general and fewer still on ESL students’ perceptions of it (Thomas, 2000); furthermore, the few available studies show conflicting results (see Beckett, 2002). This article reports the findings of part of a larger research study conducted to understand how secondary school immigrant ESL students were socialized (taught) to acquire academic language and literacy skills in a public school in Vancouver, Canada. The findings of the study confirm the findings of earlier studies that ESL learners actively construct meaning from project-based instruction, and that some clash exists between language policy, teacher perceptions, and ESL students’ perceptions of this activity. I conclude by taking the discussion of clashes between teachers and students beyond the current cultural model and by making recommendations for further research and practice.

Emergent bilingual students in secondary school: Along the academic language and literacy continuum

2013 ◽  
Vol 46 (4) ◽  
pp. 438-476 ◽  
Author(s):  
Kate Menken
Keyword(s):  
English Language Learners ◽  
Secondary School ◽  
Secondary Students ◽  
English Language ◽  
Academic Language ◽  
Poor Performance ◽  
Bilingual Students ◽  
Language And Literacy ◽  
Emergent Bilingual ◽  
Emergent Bilingual Students

This article offers a critical review of research about emergent bilingual students in secondary school, where the academic demands placed upon them are great, and where instruction typically remains steadfast in its monolingualism. I focus on recent scholarship about the diversity within this student population, and center on ‘students with interrupted formal education’ (SIFE, new arrivals who have no home language literacy skills or are at the beginning stages of literacy learning) and ‘long-term English language learners’ (LTELLs, primarily educated in their receiving country yet still eligible for language support services). Little has been published about these students, making this a significant area of inquiry. Moreover, both groups are characterized by poor performance and together illustrate the characteristics of secondary students at various points along an academic language and literacy continuum. While existing research provides important information to help us improve secondary schooling for emergent bilinguals, it has also perpetuated deficit views of these students by focusing solely on their perceived academic shortcomings. Grounded in a new body of research in applied linguistics that examines the students’ complex, creative, and dynamic language and literacy practices, I apply a translanguaging lens to critique the positioning of such students as deficient, with implications for research and practice.

scholarly journals Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings

2019 ◽  
Vol 8 (1) ◽  
pp. 51 ◽  
Author(s):  
Garazi Lopez de Aguileta
Keyword(s):  
Reading Skills ◽  
Academic Language ◽  
Immigrant Students ◽  
Educational Practice ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Dialogic Learning ◽  
Educational Linguistics ◽  
Low Levels ◽  
Literary Classics

Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.

scholarly journals ‘Academic literacies’: sustaining a critical space on writing in academia

2019 ◽  
Author(s):  
Theresa Lillis
Keyword(s):  
Academic Writing ◽  
Literacy Practices ◽  
Academic Language ◽  
Meaning Making ◽  
Language And Literacy ◽  
Academic Literacies ◽  
Teachers And Students ◽  
The Uk ◽  
The Relationship ◽  
Field Of Inquiry

In this paper, I briefly track the emergence and foci of academic literacies as a field of inquiry, summarising its contributions to understandings about writing and meaning making in academia. Writing from my specific geohistorical location in the UK, I foreground the importance of early key works that encapsulated concerns about deficit orientations to students’ language and literacy practices (e.g. Ivanič, 1998; Lea and Street,1998). I also underline the transnational dimension to the development of academic literacies which has helped drive forward intellectual debates about the relationship between academic language and literacy practices, and participation in academia. I argue that academic literacies provides an important space for critically exploring what are often taken-for-granted assumptions about the nature and value of academic writing conventions, and the ways these (both assumptions and conventions) impact on opportunities for participation in knowledge making. This critical thinking space continues to serve as an intellectual resource for researchers, teachers and students in contemporary neo-liberal higher education, where regimes of evaluation are super-normative, even in (or because of) a context of super-diversity, that is increased mobility of peoples and semiotic practices. Academic literacies as praxis necessarily involves straddling both normative and transformative orientations (Lillis and Scott, 2007) or what Hall (1992) refers to as the ‘academic’ and ‘intellectual’ dimensions to academia. 

scholarly journals Speaking Anxiety and Strategies Used by ESL Learners to Overcome in Their Classroom: a Case Study in Management and Science University (MSU) Shah Alam, Malaysia

2021 ◽  
Vol 7 (4) ◽  
pp. 785
Author(s):  
Nusrhamira Afiqah Binti Mohd Shamsuri ◽  
Anita Anita ◽  
Liyana Syahira Binti Kamaruddin ◽  
Nurin Auni Syauqina Binti Azhan
Keyword(s):  
Undergraduate Students ◽  
Second Language Learners ◽  
Negative Evaluation ◽  
Esl Students ◽  
Speaking Anxiety ◽  
English Class ◽  
Analysis Technique ◽  
Teachers And Students ◽  
Esl Learners

This research study aiming at identifying the sources of the ESL students’ speaking anxiety in English speaking comprehension and identifying the strategies used by ESL students to overcome speaking anxiety in English class. This research used a qualitative approach that employed a case study and gathrered the information through interviewing 8 undergraduate students from a private university in Shah Alam Malaysia. All the interview questions covered three components, they were communication apprehension, fear of negative evaluation and test anxiety and the strategies that were used by the respondents to overcome their speaking anxiety. The data analysis technique used was descriptive qualitative. As the result, the researcher found that anxiety, commonly felt by most second language learners contributed by some factors that came from the students and also from teachers. Therefore, to deal with these conditions, both teachers and students need to take part in contributing to what they can do to eliminate the speaking anxiety. Since the success of learning language mostly depends on the communication skills that definitely  requires a lot of effort to make the learning journey meaningful.

Academic Languages and Literacies in Content-Based Education in English-as-an-Additional-Language Contexts

2020 ◽  
Author(s):  
Angel M. Y. Lin
Keyword(s):  
Language Learning ◽  
Paradigm Shift ◽  
Academic Language ◽  
Writing Across The Curriculum ◽  
Applied Linguistics ◽  
Sheltered Instruction ◽  
Language And Literacy ◽  
Early 21St Century ◽  
Based Instruction ◽  
The 1960S

From the 1960s to the early 21st century, different terms have arisen in diverse research traditions and educational contexts where teachers and researchers are interested in exploring and researching ways of helping learners to learn both language and content at the same time. These terms include content-based instruction (CBI), immersion, sheltered instruction, language across the curriculum (LAC), writing across the curriculum (WAC), and content and language integrated learning (CLIL). Common to all these traditions, however, is the monoglossic and monolingual assumption about academic language and literacy. The dynamic process turn in applied linguistics has changed our view of the nature of language, languaging, and language learning processes. These new theoretical insights led to a transformation of research on LAC toward research on academic languages and literacies in the disciplines. A paradigm shift from monoglossic to heteroglossic assumptions is also particularly important in English-as-an-additional-language (EAL) contexts.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

BASIC LITERACY SKILLS THROUGH THE SCHOOL LITERACY MOVEMENT (GLS) AT SDN 6 PEKANBARU

2020 ◽  
Vol 4 (3) ◽  
pp. 499
Author(s):  
Dewi Dewi ◽  
Zariul Antosa
Keyword(s):  
Qualitative Research ◽  
Literacy Skills ◽  
Daily Activities ◽  
Good Level ◽  
Vocabulary Comprehension ◽  
Comprehension Ability ◽  
Teachers And Students ◽  
Research Findings ◽  
Literacy Ability ◽  
The Government

The School Literacy Movement (GLS) is a policy issued by the government to overcome the problem of education and improve the basic literacy abilities of students. SDN 6 Pekanbaru is one of the schools that has implemented GLS at the familiarization stage well. Therefore, this study aims to determine the basic literacy skills of students in low classes through the implementation of GLS in SDN 6 Pekanbaru. This study used qualitative research conducted through observation and interviews about the implementation of GLS and students’ basic literacy skills with teachers and students in classes I and II. The results showed that GLS was able to improve the phonetic abilities of students by achieving a very good level of the ability to read and pronounce combinations of letters. The increase of students' vocabulary comprehension ability was seen where most students were able to know the meaning of words and retell the contents of books with theme daily activities. From the research findings, it was concluded that GLS improved the basic literacy ability of low-class students at SDN 6 Pekanbaru.

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