Image as language: Teacher-created photographs and visual literacy for English language learning

2012 ◽  
Vol 37 (2) ◽  
pp. 113-121 ◽  
Author(s):  
Susan Britsch
Keyword(s):  
Social Studies ◽  
Language Development ◽  
Language Learning ◽  
Teacher Knowledge ◽  
Visual Literacy ◽  
English Language ◽  
Visual Learning ◽  
Content Learning ◽  
Second Language Development ◽  
Language Objectives

LANGUAGE IS NOT LEARNED through words alone; images lie at the heart of language development. This article suggests three essential guidelines for teachers as they create and use photographs for content learning, second-language development and image-reading. Each guideline is accompanied by content, visual literacy and language objectives. Photographs and sets of sample-levelled questions exemplify the use of the language objectives for content and visual learning in social studies, geometry or science. In sum, an informed use of visual imagery can enhance the exploration of curriculum content if based on teacher knowledge of content, of the language through which photographs speak, and of the language needed to talk about both content and image.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production

2016 ◽  
Vol 36 ◽  
pp. 136-163 ◽  
Author(s):  
Nicole Ziegler
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Development ◽  
Language Learning ◽  
Reciprocal Relationship ◽  
Computer Assisted ◽  
Technology In The Classroom ◽  
Second Language Development ◽  
Integration Of Technology ◽  
And Performance

ABSTRACTOver the last few decades, task-based language teaching (TBLT) has garnered increasing attention from researchers and educators alike. With a strong and growing body of research demonstrating the efficacy of tasks to support and facilitate second language development and performance (e.g., Keck, Iberri-Shea, Tracy-Ventura, & Wa-Mbaleka, 2006), TBLT has become a leading pedagogical approach. Similarly, computer-assisted language learning (CALL) has also grown as a field, with the use and integration of technology in the classroom continuing to increase (Petersen & Sachs, 2015). As these fields have matured, a reciprocal relationship has developed (Lai & Li, 2011), with the literature on tasks and technology seeking to not only examine how technology might support and facilitate language learning, but how TBLT might serve as a framework to more thoroughly investigate CALL. In light of the expanding research on tasks and technology, this review article aims not only to provide a current state of the art of how technology-mediated TBLT facilitates and supports second language development and performance, but also to describe how technology can contribute to our understanding of how features of TBLT, such as task design features and task implementation, influence the success of second language acquisition. Suggestions for possible research agendas in technology-mediated TBLT are also made.

scholarly journals A case study of the L2 development of Mohammad – An Iraqi child who is an immigrant in Australia – considering psychological and social factors that affect the development of his L2

2018 ◽  
Vol 10 (2) ◽  
pp. 1005-1007
Author(s):  
Amal Alasmari
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Social Factors ◽  
English Language ◽  
Matter Content ◽  
Learning Theories ◽  
Background Information ◽  
Second Language Development ◽  
L2 Development ◽  
Based Instruction

This paper examines the factors that influence the second language development of Mohammed, an Iraqi child who came to Australia as a refugee one year ago. The factors that affect the linguistic development of the target which will be considered in this paper are: similarities and differences between the first language L1 and the second language L2, psychological factors, and social factors. The paper will provide sufficient background information on the learner and draw on a number of language learning theories in the discussion of each factor. The examination of the various factors revealed that the most suitable approach in teaching is content-based instruction in which the target can learn the subject matter content and at the same time develop proficiency in English language. He must also be highly encouraged to speak L2 in and outside school to achieve suitable level of fluency.

INPUT, INTERACTION, AND THE SECOND LANGUAGE LEARNER.Susan M. Gass. Mahwah, NJ: Erlbaum, 1997. Pp. xi + 189. $45.00 cloth, $22.50 paper.

2000 ◽  
Vol 22 (1) ◽  
pp. 114-115
Author(s):  
James F. Lee
Keyword(s):  
Second Language ◽  
Language Development ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Learner ◽  
Second Language Learner ◽  
Second Language Development ◽  
Readable Book ◽  
The Relationship

Input, interaction, and the second language learner is, as the title suggests, a view of the relationship among input, interaction, and second language development. Susan M. Gass has written an extremely readable book that explicates many of the most discussed issues in second language learning in the 1990s. Her intention, successfully achieved, is to demonstrate where theories and frameworks coincide, not just collide.

scholarly journals English-Medium Instruction as a Pedagogical Strategy for the Sustainable Development of EFL Learners in the Chinese Context: A Meta-Analysis of Its Effectiveness

2021 ◽  
Vol 13 (10) ◽  
pp. 5637
Author(s):  
Jian-E Peng ◽  
Xiaowen (Serina) Xie
Keyword(s):  
Language Learning ◽  
English Language ◽  
Meta Analysis ◽  
Self Report ◽  
Future Research ◽  
English Learning ◽  
Content Learning ◽  
Pedagogical Strategy ◽  
English Medium Instruction ◽  
Medical Disciplines

With English-medium instruction (EMI) as a pedagogical strategy being practiced worldwide in higher education (HE), extensive research has explored stakeholders’ attitudes toward, and perceived benefits and challenges of EMI based on self-report data. However, the actual effectiveness of EMI on students’ subject content and English language learning achievements tested with objective measures has accrued little evidence. This meta-analysis synthesized 44 independent samples (32 in medical disciplines) from 36 studies. The results show that EMI students performed significantly better in both subject content and English learning than students in Chinese-medium courses, but it should be noted that the difference in content learning was found only with students from medical disciplines. Discipline was the only significant factor moderating content learning, while disciplines, research design, and instruction time in English significantly moderated English learning. The findings provide implications for implementing EMI in similar contexts and highlight the importance of rigorous future research to examine the benefits of EMI.

scholarly journals The Facilitative Role of the Interaction Hypothesis: Using Interactional Modification Techniques in the English Communicative Classroom

2019 ◽  
Vol 4 (3) ◽  
pp. 3
Author(s):  
Diego Patricio Ortega-Auquilla ◽  
Cynthia Soledad Hidalgo-Camacho ◽  
Gerardo Estevan Heras-Urgiles
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Second Language Development ◽  
Interaction Hypothesis ◽  
Facilitative Role

<p style="text-align: justify;">English language teachers are expected to implement lessons directed by the Communicative Language Teaching (CLT) into today’s classrooms. In this regard, it is pivotal to know about the theoretical framework of this key language teaching approach. The framework is partly made up of one of the most crucial Second Language Acquisition (SLA) hypotheses called the Interaction Hypothesis (IH). The IH claims that second language development is better facilitated when learners participate in negotiated interaction. From a CLT perspective, a second language is acquired more effectively through interaction and communication. When language teachers attempt to design and deliver classroom instruction grounded in CLT, it is imperative to be familiar with the essential notions behind the IH and its facilitative role in SLA. Therefore, this paper provides key information on the hypothesis at hand by analyzing its early version and updated version. In addition, Krashen’s comprehensible input and Hatch’s role of interaction and conversation on L2 learning are highlighted, because the IH evolved from these two scholars’ seminal works.  This paper also deals with three key interactional modification techniques - comprehension checks, confirmation checks, and clarification requests – promoted by the IH. With the intent of facilitating language learning, the design and deliver of communicative-oriented lessons should have a central role in the classroom. However, lessons are more likely to be effective when teachers take the theory of the IH into practice by allowing learners to engage in negotiation of meaning through the use of the aforementioned interactional modifications.</p>

scholarly journals Interactive Mobile Apps (CinTA 2.0) for Dyslexia’s Children Malay Language Therapy Tool: Focus on Malay Language

2018 ◽  
Vol 7 (4.33) ◽  
pp. 510
Author(s):  
Nur Hasni Nasrudin ◽  
Rosida Ahmad Junid ◽  
Siti Khatijah Nor Abdul Rahim ◽  
Zainab Mohamed ◽  
Anis Zafirah Azmi ◽  
...  
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Language ◽  
Language Disorder ◽  
Mobile Apps ◽  
Educational Systems ◽  
Main Stream ◽  
Language Therapy ◽  
The Aesthetic ◽  
User Friendly

The implementation of mobile apps in the educational systems has kept abreast with the needs of specific learning disability (SLD) children. It was agreed by researchers that technology is able to aid and harness the language development of these children. The use of mobile applications in English language has been widely accepted and implemented among educators. However, it was discovered that most of the applications have scarcely adopted the Malay language as the main stream to aid Malay language development of these children. Thus, it is imperative to set the aim of this paper to introduce an interactive mobile apps that uses Malay Language as the Therapy Tool for the Dyslexic Children in improving their language learning processes. The uniqueness of this app falls on the aesthetic value that is implemented in CInTA 2.0. The app is user friendly which applied multi-sensory technique that is suitable for learners with language disorder, specifically dyslexic children.  

A Thorough Review of Pedagogical Content Knowledge (PCK) in TOBACCO framework

2021 ◽  
Vol 7 (5) ◽  
pp. 989-996
Author(s):  
Lyu Ruifeng ◽  
Du Ping
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
English Language ◽  
Teacher Cognition ◽  
Pedagogical Content ◽  
Education And Development

Pedagogical content knowledge (PCK) has been given a lot of attention in the academic field in recent years, in particular in studies of teacher cognition and teacher knowledge. It was first put forward by Shulman as part of the knowledge base required of teachers for teaching, and has provided a crucial way of thinking for many scholars when conducting deeper study into the relationship between teachers and teaching. Therefore, more empirical studies in various contexts have been encouraged to understand teachers’ PCK and to offer suggestions for teacher education. Shulman also argued that PCK is the special mixture of content and pedagogy that represents teachers’ personal understanding of the profession, and that teachers’ teaching competence enables them to transform content knowledge into specific teaching methods for students from various backgrounds at different levels; however, he did not explain how this transformation happens. Thus, based on this research gap, the current review brought together the following key fields: teacher cognition, teacher knowledge including PCK, and teacher education and development. It argues that teachers’ pedagogical knowledge intersects content knowledge from five different perspectives: teachers’ views on knowledge base, language, learning, teaching, and reflection (TOBACCO framework) and proffers suggestions for English-language teacher education and development in China.

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