From story to book: Discourse analysis between teacher and student in the creation of a culturally relevant text

2021 ◽  
pp. 146879842110510
Author(s):  
Anna Jennerjohn
Keyword(s):  
Early Literacy ◽  
Culturally Relevant ◽  
Careful Examination ◽  
Language Experience ◽  
Emergent Bilingual ◽  
Reading Material ◽  
Time Space ◽  
The Creation ◽  
Language Experience Approach ◽  
Linguistic Backgrounds

Lack of representation of children from nondominant cultural and linguistic backgrounds continues to be problematic in children’s literature, and especially within early literacy texts for beginning readers. One remedy is for children to tell their own stories through the language experience approach, which can then be printed into culturally relevant texts and used for beginning reading material in classrooms. To truly capture a student’s story, especially if the student is an emergent bilingual, a teacher must listen very closely and take care when adjusting the child’s story. Two Bakhtinian concepts support the careful examination of a teacher’s scribing of story in this study: chronotope, used here as the time-space sphere above the text, and revoicing, or the retelling of a child’s story that is paraphrased or altered. Findings show that gesture within the chronotope of the story is an especially generative tool for student storytelling and that teachers must reflect closely on intentional or unintentional reasons for revoicing a child’s story. Language experience approach holds possibilities for the creation of children’s culturally relevant texts. As such, it is important that teachers reflect on their language experience approach techniques so that the book remains true to the child’s story.

scholarly journals My Writing: An E-LEA-Based Android Application to Develop Kindergarten Children's Early Literacy

2021 ◽  
Author(s):  
Martha Christianti ◽  
Rahmatul Irfan ◽  
Nur Cholimah ◽  
Fuad Reza Pahlevi
Keyword(s):  
Early Literacy ◽  
Literacy Skills ◽  
Android Application ◽  
Language Experience ◽  
Reading And Writing ◽  
Children And Parents ◽  
Language Experience Approach ◽  
Children's Literacy ◽  
Teacher Opinions ◽  
At Home

My Writing is a tool that preschool children can use to improve their reading and writing skills, which can be used both at school and at home. This tool was developed based on the Language Experience Approach (LEA) and is in the form of an Android application designed for children. It is used to help children understand that the spoken language can be altered into the written one and still retains its meaning. 10 teachers were included in this study and data were collected from teacher opinions and assessments. The findings showed that My Writing is an effective application for developing literacy in young children, and that it is easy to use by children and parents, making it simple for teachers to assess children’s literacy skills while they study at home. Keywords: Language Experience Approach (LEA), Digital LEA, E-LEA, My Writing, early reading and writing

Effect of speaker certainty on novel word learning in monolingual and bilingual children

2018 ◽  
Vol 22 (04) ◽  
pp. 883-895 ◽  
Author(s):  
MILIJANA BUAC ◽  
AURÉLIE TAUZIN-LARCHÉ ◽  
EMILY WEISBERG ◽  
MARGARITA KAUSHANSKAYA
Keyword(s):  
Word Learning ◽  
Learning Performance ◽  
Bilingual Children ◽  
Group Differences ◽  
Language Experience ◽  
English Bilingual ◽  
English Speaking ◽  
Novel Word Learning ◽  
Linguistic Backgrounds ◽  
Novel Words

In the present study, we examined the effect of speaker certainty on word-learning performance in English-speaking monolingual (MAge = 6.40) and Spanish–English bilingual (MAge = 6.58) children. No group differences were observed when children learned novel words from a certain speaker. However, bilingual children were more willing to learn novel words from an uncertain speaker than their monolingual peers. These findings indicate that language experience influences how children weigh cues to speaker credibility during learning and suggest that children with more diverse linguistic backgrounds (i.e., bilinguals) are less prone to prioritizing information based on speaker certainty.

scholarly journals IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH THE APPLICATION OF LANGUAGE EXPERIENCE APPROACH

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Eka Surya Fitriani And Yunita Agnes Sianipar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Key Words ◽  
Second Grade ◽  
Language Experience ◽  
Second Grade Students ◽  
Language Experience Approach

This paper discusses improving students’ achievement in reading comprehension through the application of language experience approach. This paper will answer the question “Does the application of Language Experience Approach improve the students’ achievement in reading comprehension?” The objective of the study is aimed at finding out whether the application of Language Experience Approach improves the students’ achievement in reading comprehension. The sample of the research was the second grade students of SMA Panca Budi Medan, class XI – 2 science which consisted of 39 students, 19 boys and 20 girls. The technique of collecting data was by using three tests with two cycles in action research. The result showed that the application of language experience approach improved the students’ achievement in reading comprehension.   Key Words: Reading Comprehension, Language Experience Approach

Making Literacy Culturally Relevant

2021 ◽  
pp. 21-34
Author(s):  
Elizabeth Morphis ◽  
Ting Yuan
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Early Literacy ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Balanced Literacy ◽  
Early Childhood Literacy ◽  
Relevant Pedagogy

In this reflective chapter on culturally relevant teacher preparation, the authors begin by discussing early childhood literacy and how it has traditionally been conceptualized. They offer an overview of a balanced literacy model, including its history, structured development, and critiques. They then consider culturally relevant pedagogy as foundation to reconceptualizing early literacy and teacher preparation. To bring such reconceptualization to life, they share their work with early childhood pre-service teachers, aiming to reconceptualize early literacy. They conclude the chapter with suggestions for moving beyond balanced literacy in culturally relevant ways.

A Commentary on Maritime Boundary Arbitration between Bangladesh and India Concerning the Bay of Bengal

2015 ◽  
Vol 28 (4) ◽  
pp. 799-848 ◽  
Author(s):  
MARCIN KAŁDUŃSKI
Keyword(s):  
Continental Shelf ◽  
Bay Of Bengal ◽  
Careful Examination ◽  
The North ◽  
Grey Area ◽  
Maritime Boundary ◽  
Relevant Circumstance ◽  
The Creation ◽  
The Law ◽  
The Impact

AbstractThis article considers the law of maritime delimitation as applied by the Arbitral Tribunal in the 2014 Bangladesh v. India case. The dispute concerned the delimitation of the maritime boundary between the two states in the north-eastern part of the Bay of Bengal. The Tribunal's Award covers several important issues which require careful examination, such as the land boundary terminus, the delimitation methodology, the role of objectivity, predictability and transparency in maritime delimitation, and the impact of the established case law on the present delimitation procedures. The commentary analyses the Award from the viewpoint of the law of maritime delimitation and traces how the Tribunal applied and developed the methodology used in maritime delimitation. The key points where the Award advances the law of the sea concern the concavity of the coast as a relevant circumstance and the creation of grey area. The Tribunal made significant pronouncements on the continental shelf, especially, beyond 200 nm. It confirmed the concept of a single continental shelf and reasoned that legal regimes of the EEZ and the continental shelf are independent and separable. However, the creation of another grey area met with strong disagreement from Dr Rao. The author considers the Award and the Dissenting Opinion to argue that the adjustment of the equidistance line raises certain concerns and that the creation of grey area is permissible under UNCLOS.

scholarly journals “There’s No Book and There’s No Guide”: The Expressed Needs of Qallunaat Educators in Nunavut

2005 ◽  
Vol 15 (1) ◽  
Author(s):  
Paul Berger ◽  
Juanita Ross Epp
Keyword(s):  
Culturally Relevant ◽  
First Language ◽  
Department Of Education ◽  
Culturally Relevant Curriculum ◽  
The Creation ◽  
Inuit Culture

Non-Inuit educators in five communities in Nunavut expressed frustration about the lack of culturally relevant curriculum and resources, the unsuitability of these materials for students whose first language is Inuktitut, and their own lack of ability to teach Inuit students effectively. Although these are symptomatic of larger problems, we recommend that the Nunavut Department of Education prioritize the creation of culturally relevant, ESL-sensitive curriculum and resources, institute an orientation to Inuit culture for all non-Inuit teachers, and provide regular inservicing to help them teach Inuit students effectively.

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