Learning, complexity, and competition

2021 ◽  
pp. 68-108
Author(s):  
Peter W. Culicover
Keyword(s):  
Language Learners ◽  
Language Learner ◽  
Early Language

This chapter explores how envisioning a language learner as acquiring a grammar made up of constructions allows us to account for change and variation. It explores the idea that change is not solely the responsibility of early language learners, but may also occur as innovations initiated by adult speakers. One key explanatory component is constructional complexity; another is competition between constructions that have overlapping functions.

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

scholarly journals Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

2009 ◽  
Vol 26 (2) ◽  
pp. 24 ◽  
Author(s):  
Hetty Roessingh ◽  
Susan Elgie
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Time Series Data ◽  
Series Data ◽  
Language And Literacy ◽  
Early Language ◽  
Language And Literacy Development

This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

2014 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Janet S. Oh ◽  
Bertha A. Nash
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Learner ◽  
Future Research ◽  
Heritage Language Learners ◽  
Background Factors ◽  
Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term Heritage Language Learner

2004 ◽  
Vol 2 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Maria Carreira
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Family Background ◽  
Language Learner ◽  
Language And Culture ◽  
Heritage Language Learner ◽  
Explanatory Adequacy

What is a heritage language learner (HLL)? We argue that a pedagogically valuable answer to this question must do more than describe all individuals who ought be considered HLLs; it should also offer a roadmap for meeting the needs of HLLs with regard to language learning. To achieve this goal, which we refer to as achieving “explanatory adequacy”, the answer to the above question must 1) differentiate HLLs from second-language learners (SLLs), 2) differentiate HLLs from first-language learners (L1Ls), and 3) differentiate between different types of HLLs. In reference to the first task, we propose that HLLs are students whose identity and/or linguistic needs differ from those of second language learners by virtue of having a family background in the heritage language (HL) or culture (HC). In reference to the second task, we argue that unlike L1L-s, HLLs do not receive sufficient exposure to their language and culture to fulfill basic identity and linguistic needs. Consequently, they pursue language learning to fulfill these needs. Finally, with regard to the third task, we map out four categories of HLLs, each with different identity and linguistic needs. Along the way, we advocate for endowing all language courses where HLLs are enrolled with a focus on identity and language issues, as these relate to family background.

The Effects of the Initial English Language Learner Classification on Students’ Later Academic Outcomes

2017 ◽  
Vol 40 (2) ◽  
pp. 175-195 ◽  
Author(s):  
Nami Shin
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Regression Discontinuity ◽  
Language Learner ◽  
Elementary Grades ◽  
Regression Discontinuity Design ◽  
State Laws ◽  
Positive Effects

Despite federal and state laws and regulations that require states and local districts to provide English language learners (ELLs) with support services, prior research has indicated that ELLs are, in general, lagging behind non-ELLs in academic achievement. An unanswered question is whether the initial designation of students as ELL influences their later academic achievement and how. Using a regression discontinuity design, this study compares the outcomes for students near the cutoff for being initially classified as ELL and initially fluent English proficient (IFEP) students. Among students near the cutoff, the classification had significant positive effects on ELLs’ academic achievement in elementary grades and, to some extent, in the later grades.

Learning a Second Language in a Third Language Environment

1998 ◽  
Vol 59 ◽  
pp. 31-40 ◽  
Author(s):  
Paz González González
Keyword(s):  
Language Learners ◽  
T Test ◽  
Language Learner ◽  
Negative Effects ◽  
Language Abilities ◽  
Factors Affecting ◽  
Third Language ◽  
Significant Difference ◽  
L2 Learners ◽  
Language Environment

There has been a long tradition of concern with the "good language learner" in L2 research. One approach to this topic is to compare the performance of experienced language learners with people who have had less experience with languages. The present study provides comparable data for second- and third-language learners of English. It is hypothesized that L3 learners of English will learn the language with more facility and perhaps with more proficiency than L2 learners of English. The data was collected in two high schools in Amsterdam, where 30 immigrant (L3 learners) and 30 Dutch (L2 learners) students were tested on their knowledge of English with a C-test. They also gave answers to some questions about their personal status and language abilities. The scores were submitted to statistical analysis to test whether or not there was any significant difference between the groups. The statistical test chosen was the T-test for independent groups. The tests were first scored through exact scoring. Once the T-test was applied to both sets of scores (monolinguals and bilinguals), it turned out that the bilinguals scored significantly better than the monolinguals. The answers to the questionnaire were also investigated to find any correlations with the results in the C-test. In addition, the tests were scored through acceptable scoring, which, although no longer significant, still showed the superiority of the immigrant-bilinguals. The hypothesis was confirmed: the assumed superiority of bilinguals in acquiring languages is also found in the immigrant-bilinguals who took part in this study. Despite the negative effects of some of the socio-economic-educational factors affecting the performance of ethnic minority students in Holland, they still have a better aptitude for learning a third language.

Language teachers’ interpersonal learner-directed emotion-regulation strategies

2020 ◽  
pp. 136216882091235 ◽  
Author(s):  
Jakub Bielak ◽  
Anna Mystkowska-Wiertelak
Keyword(s):  
Emotion Regulation ◽  
Language Learning ◽  
Language Learners ◽  
Cognitive Change ◽  
Language Learner ◽  
Language Teachers ◽  
Emotion Regulation Strategies ◽  
Research Attention ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies

The regulation of language learners’ emotions by affective, or emotion-regulation strategies has received limited research attention. This gap is being filled among others by researchers who have developed and are applying a new research tool called Managing Your Emotions for Language Learning (MYE). It is based on the vignette methodology to investigate both positive and negative language learner emotions, emotion-regulation strategies that language learners employ, and language teachers’ interpersonal learner-directed emotion-regulation strategies used in a range of familiar language learning situations. In this study teachers’ interpersonal emotion-regulation strategies and their learner- and teacher-perceived effectiveness were investigated by means of MYE ( n = 64: English-major learners) and semi-structured interviews with learners ( n = 16) and teachers ( n = 9). The results revealed a rich context- and participant-dependent list of language teachers’ interpersonal emotion-regulation strategies, the frequency of which was perceived differently by language learners and teachers, who, however, agreed on their good effectiveness. The strategies belonging to the categories of ‘cognitive change’, ‘situation modification’ and ‘competence enhancement’ were used the most often, but some gaps in teachers’ strategic repertoires were also identified. Pedagogy-wise, MYE seemed to be suitable for closing the gap between learners’ and teachers’ perspectives on teachers’ learner-directed emotion-regulation strategy use. Teachers and their pedagogical practice would benefit from training in the area of emotion-regulation strategies and support of educational authorities.

Language Learner Strategies with Technology

2000 ◽  
Vol 22 (3) ◽  
pp. 285-322 ◽  
Author(s):  
Helen Ulitsky
Keyword(s):  
Adult Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
Strategy Use ◽  
Language Learner ◽  
Foreign Languages ◽  
Multimedia Environment ◽  
Learner Strategies ◽  
Language Learner Strategies ◽  
Experienced Adult

This study examines use of learning strategies by experienced adult learners of foreign languages. The goal was to determine how these exemplary language learners engage a multimedia environment, what strategies they employ, and how insights on strategy use can be useful for learners and teachers.

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