Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

2012 ◽  
Vol 29 (3) ◽  
pp. 253-267 ◽  
Author(s):  
Cathi Draper Rodríguez ◽  
John Filler ◽  
Kyle Higgins
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Language Learners ◽  
English Language ◽  
First Grade ◽  
Primary Language ◽  
Language Support ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

scholarly journals Evaluation of learning activities in the English language book for the first grade secondary in the Kingdom of Saudi Arabia in the light of reading comprehension skills: تقويم نشاطات التعلم بكتاب اللغة الإنجليزية للصف الأول الثانوي في المملكة العربية السعودية في ضوء مهارات الفهم القرائي

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Abrar bint Abdulaziz bin Abdulrahman Al-Abdali ◽  
Hanadi bint Halil bin Fahd Al - Rashidi
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
First Grade ◽  
Kingdom Of Saudi Arabia ◽  
Verbal Skills ◽  
Comprehension Skills ◽  
Reading Text ◽  
Evaluation Of Learning ◽  
Reading Comprehension Skills ◽  
Initial List

The objective of the research was to identify reading comprehension skills in reading text exercises and to measure the availability of these skills related to the following levels: (literal, deductive, critical, tactful and creative) in these exercises. To achieve this goal, An initial list of reading comprehension skills and a card for content analysis, and verified their reliability and consistency. The list of reading comprehension skills in its final form consisted of (25) skills. The results of the study showed that reading comprehension skills obtained an unbalanced ratio in the literal text training. The level of verbal skills attained the highest level of availability (59.7%), while the training lacked all the skills related to the level of tactile understanding. The remaining skills were taken into account (25.2%), critical level skills (11.8%), and creative level skills (3.4%). In the light of the results of the research, a proposed scenario for literacy training was presented, which contributes to the treatment of shortcomings

scholarly journals The Effect of Pranayamic Breathing as a Positive Psychology Exercise on Foreign Language Learning Anxiety and Test Anxiety Among Language Learners at Tertiary Level

2021 ◽  
Vol 12 ◽  
Author(s):  
Murselin Tasan ◽  
Enisa Mede ◽  
Karim Sadeghi
Keyword(s):  
Reading Comprehension ◽  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Learners ◽  
English Language ◽  
Learning Anxiety ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

This study investigated the impact of pranayamic breathing (PB) as a positive psychology exercise on mitigating foreign language anxiety (FLLA) and test anxiety (TA) of undergraduate English students studying at a Turkish university. Additionally, the study examined the effects of PB on academic achievement in listening and reading comprehension skills of the participants as well as exploring learners’ and their instructor’s perceptions of using PB techniques in their classrooms. The sample consisted of 140 sophomore English language learners. Two intact classes, each comprising 70 participants, were selected as the experimental and the control group using convenience sampling. Two basic PB techniques, Nadi Shodhana Pranayama and Bhramari Pranayama, were implemented to the experimental group on a weekly basis for a total of 7 weeks. In this mixed-method study, the quantitative data were gathered using English Language Learning Anxiety Scale, Foreign Language Test Anxiety Scale, and listening and reading achievement pre- and post-tests, while the qualitative data were collected using semi-structured interviews, and the teacher’s reflective journal. The findings revealed that the implementation of positive psychology technique of pranayama breathing mitigated the FLLA and TA levels significantly and also improved listening and reading comprehension skills of the participants to a considerable extent. The findings also demonstrated that both the students and their instructor perceived PB implementation as a useful and a practical medium in alleviating the anxious feelings, promoting the general class atmosphere and regulating daily habits despite the implementational challenges shared by the instructor.

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.

Problems in English Communicating Skills for Learners of English

2018 ◽  
Vol 9 (07) ◽  
pp. 20484-20491
Author(s):  
Dr. Ishag Adam Hassan Ahmed
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Communicative Competence ◽  
Daily Practice ◽  
Small Component ◽  
Curriculum Review ◽  
Comprehension Skills ◽  
Definition Of ◽  
The University ◽  
Reading Comprehension Skills

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised.      Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

scholarly journals Reading Strategies, Reading Comprehension, and Translation

2018 ◽  
Vol 10 (2) ◽  
pp. 55-67
Author(s):  
Gabriella Kovács
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Strategies ◽  
Reading Skills ◽  
Language Teachers ◽  
Target Language ◽  
Border Crossings ◽  
Comprehension Skills ◽  
Intercultural Mediators ◽  
Reading Comprehension Skills

AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.

scholarly journals Language testing

2007 ◽  
Vol 40 (3) ◽  
pp. 268-271
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Public Schools ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Testing ◽  
National Association ◽  
Research Journal

07–449Barber, Richard (Dubai Women's College, UAE), A practical model for creating efficient in-house placement tests. The Language Teacher (Japan Association for Language Teaching) 31.2 (2007), 3–7.07–450Chang, Yuh-Fang (National Chung Hsing U, Taiwan), On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing (Hodder Arnold) 23.4 (2006), 520–543.07–451Hyun-Ju, Kim (U Seoul, Korea), World Englishes in language testing: A call for research. English Today (Cambridge University Press) 22.4 (2006), 32–39.07–452Mahon, Elizabeth A. (Durham Public Schools, North Carolina, USA), High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 479–497.07–453McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.07–454Menken, Kate (City U New York, USA), Teaching to the test: How no child left behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 521–547.07–455Pae, Tae-Il (Yeungnam U, China) & Gi-Pyo Park, Examining the relationship between differential item functioning and differential test functioning.Language Testing (Hodder Arnold) 23.4 (2006), 475–496.07–456Rimmer, Wayne (U Reading, UK), Measuring grammatical complexity: The Gordian knot. Language Testing (Hodder Arnold) 23.4 (2006), 497–519.07–457Rupp, André A. (Humboldt U, Berlin, Germany) Tracy Ferne & Hyeran Choi, How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing (Hodder Arnold) 23.4 (2006), 441–474.07–458Vanderveen, Terry (Kangawa U, Japan), The effect of EFL students' self-monitoring on class achievement test scores. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 197–206.07–459Van Moere, Alistair (Lancaster U, UK), Validity evidence in a university group oral test. Language Testing (Hodder Arnold) 23.4 (2006), 411–440.

Jen's Story

2019 ◽  
pp. 123-133
Author(s):  
Chiu-Yin Wong ◽  
Wendy A. Harriott
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language ◽  
First Grade ◽  
Case Study Method ◽  
Grade Teacher ◽  
Depth Interview ◽  
Talented Students

This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.

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