scholarly journals Chinese Australian Children’s Shared Reading Experiences at Home and in Preschools: A Case Study on Parents and Educators’ Attitudes and Practices

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110074
Author(s):  
Jiangbo Hu ◽  
Yijun Hao ◽  
Ning Yang
Keyword(s):  
Language Learning ◽  
Critical Role ◽  
Learning Opportunities ◽  
Shared Reading ◽  
Attitudes And Practices ◽  
Systemic Functional Linguistic ◽  
Home Learning ◽  
Close Cooperation ◽  
Bilingual Development

This case study investigates two Chinese children’s shared reading experiences in both home and preschool contexts. The parents and the educators were interviewed about their general attitudes and practices relating to shared reading for promoting the Chinese children’s bilingual development. Detailed observations were undertaken to record the parents and the educators’ interactions with the children during shared reading. The language use of the parents and the educators was analyzed with systemic functional linguistic theories. The findings demonstrate significant differences between the two cases, although the two children shared the same cultural and language learning background. The educators played a critical role in shaping the children’s shared reading experiences in the preschool and the nature of educator–parent cooperation. The mothers provided rich language learning opportunities for their children through active interactions in shared reading; however, the positive home learning experiences could not contribute to the children’s language learning in their preschools without effective educator–parent cooperation. This study suggests there are significant opportunities and strategies for the parents and the educators to capitalize on the educational functions of shared reading for facilitating Chinese children’s bilingual development based on mutual understanding and close cooperation.

Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners

2020 ◽  
Vol 9 (2) ◽  
pp. 199-226
Author(s):  
Dan Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Learning Opportunities ◽  
French Immersion ◽  
Chinese Learners ◽  
Instructed Second Language Acquisition ◽  
Negotiation For Meaning

AbstractThe roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.

scholarly journals ‘La ballata dell’amore cieco’: a case study on the use of songs in Italian language learning

2020 ◽  
pp. 59-67
Author(s):  
Salvatore Campisi
Keyword(s):  
Language Learning ◽  
Cultural Awareness ◽  
Language Skills ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Close Connection ◽  
Poetic Form ◽  
Italian Language ◽  
Cultural Appreciation

The song ‘La ballata dell’amore cieco (o della vanità)’ (1966), by Italian singer-songwriter Fabrizio De André (1940-1999), offers students opportunities to practise their language skills, stimulate their cultural appreciation, and expand their knowledge of a musical and poetic form (the ballad), while reflecting on the close connection between poetry and dance. Moving from receptive to productive skills, from gist to detail, learning activities are staged over three sessions, where students examine the song’s musical features and lyrics and then produce their own ballads in writing. The paper first discusses the benefits and pitfalls of using songs as a tool to develop linguistic skills and raise cultural awareness. It then describes the learning opportunities offered by De André’s song and concludes with an evaluation of the effectiveness of these activities, examining the potential for further research.

scholarly journals Utilizing WhatsApp Application in English Language Learning Classroom

2020 ◽  
Vol 4 (1) ◽  
pp. 89
Author(s):  
Cicih Nuraeni ◽  
Lia Nurmalia
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
English Language Learning ◽  
English Department ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students ◽  
Main Instrument ◽  
Gathering Data

<p>WhatsApp (WA) is one of the most popular messaging applications which can be accessed by using mobile phone and Personal Computer (PC). Nowadays, most people prefer to use this application for communicating with other. In education field, WhatsApp also give beneficial features such as text, call, send video, audio, links, location, document, and pictures. This research is aimed at observing WA which is tailored to support English Language Learning (ELL) activities.  For gathering data, this study applied case study using observation and questionnaire as main instrument.  A case study is drawn from participants of 5<sup>th</sup> semester students at English Department Universitas Bina Sarana Informatika. It is found that WA was significant in helping ELL activities since it was used by both teachers and students for ELL related activities. The results are: 1) In the field of technical advantages, WA provides simple operation; 2) WA can enhance learning opportunities outside classroom for students.  In brief, WA facilitated ELL activities as an effort toward MALL (Mobile-Assisted Language Learning) implementation.</p>

scholarly journals Shared reading at kindergarten

2015 ◽  
Vol 6 (3) ◽  
pp. 367-397 ◽  
Author(s):  
Myrte N. Gosen ◽  
Jan Berenst ◽  
Kees de Glopper
Keyword(s):  
Learning Environment ◽  
Conceptual Knowledge ◽  
Single Case ◽  
First Language ◽  
Learning Opportunities ◽  
Shared Reading ◽  
Single Case Study ◽  
Optimal Learning ◽  
Optimal Learning Environment

This paper presents a single case-study of a longitudinal shared reading programme that took place in Dutch kindergartens with first language speakers of 4 to 6 years old. As will be shown, children participate both in a traditional instructional structure and in a participation framework characterised by a more or less free discussion. These structures establish an optimal learning environment both together and in relationship to each other. Our case study demonstrates how the teacher and the pupils participate in these successive frameworks and how this supports the construction of conceptual knowledge. It will be shown that participation during shared reading of picture books at kindergarten is directly linked to interactional learning opportunities.

scholarly journals ‘Where Have All the Students Gone?’ Absenteeism in a Turkish State University English Language Preparatory Year

2016 ◽  
Vol 1 (1) ◽  
pp. 57 ◽  
Author(s):  
Wayne Trotman
Keyword(s):  
Language Learning ◽  
English Language ◽  
Data Gathering ◽  
Learning Opportunities ◽  
State University ◽  
Turkish State ◽  
Preparatory Year ◽  
The University

<p>Research presented here adopted a mixed method approach to data gathering in order to provide a case study that investigated reasons for students in a higher education context in Turkey failing the year due to repeated absenteeism. A survey administered to 109 students and 43 teachers revealed varying reasons and perceptions of why students were absent from language lessons. Individual and follow-up interviews with ten students revealed how absence was due largely to logistical and personal problems, principally commitment and motivation, rather than those related to learning or teaching, which reflects Longhurst (1999). Based upon these points, it is clear that in order to maximise language learning opportunities in the university preparatory year, the issue of both potential and actual students failing due to absenteeism (SFDA) requires urgent address.</p>

scholarly journals Language learning in Blended And Tandem with Brazilian partners: flexible learning models / Ensino de línguas em Blended e Tandem com parceiros brazileiros: modelos de ensino flexíveis

2017 ◽  
Vol 10 (2) ◽  
pp. 123-144
Author(s):  
Ulisses Tadeu Vaz De Oliveira
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Pilot Project ◽  
Learning Opportunities ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Use Of Technology ◽  
Experience Teaching ◽  
Tandem Learning

ABSTRACT: This case study aims at arriving at a thorough understanding of the complexities at issue for the implementation and development of the in-curriculum discipline of English in the School of Business and Hospitality in a Brazilian university targeting internationalization. On top of that, the program has a technological approach, which is, in other words, the use of technology (specifically ICT) as pivotal to maximize learning opportunities through a flexible delivery of instructions. The program was primarily designed by the approach of blended learning, but this case study also describes a merge with tandem learning in which it was a pilot project. I initially present theories that have framed this research. Next, I share my experience teaching and coordinating the program, and then I make some considerations about positive aspects and upcoming challengesKEYWORDS: Computer-Assisted Language Learning; blended learning; tandem learning; Systemic-Functional Linguistics; ICT.RESUMO: O presente estudo de caso tem como objetivo chegar a uma extensa compreensão das complexidades em questão para a implementação e o desenvolvimento da disciplina curricular de Inglês na Escola de Negócios e Hospitalidade de uma universidade brasileira, visando a sua internacionalização. Além disso, o programa tem uma abordagem tecnológica, ou seja, o uso da tecnologia (especificamente TIC) como elemento crucial para maximizar oportunidades de aprendizagem através de um modelo flexível de ensino. O programa foi principalmente desenvolvido com enfoque na abordagem do blended learning. No entanto, este estudo de caso também descreve uma mesclagem com o tandem learning num projeto piloto. Inicialmente, são apresentadas as teorias que enquadram a pesquisa; em seguida, compartilhamos nossa experiência de ensino e coordenação do programa para, então, fazer algumas considerações sobre aspectos positivos e desafios futuros.PALAVRAS-CHAVE: Aprendizagem mediada pelo computador; blended learning; tandem learning; Linguística Sistêmico-Funcional; TIC.

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Research Design ◽  
Research Methodology ◽  
Learning Tools ◽  
Structured Interviews ◽  
English Writing ◽  
Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

The Relationship between Working Environment and Internship Satisfaction Level: A Case Study Of A 4-Star Hotel Restaurant In Germany

2019 ◽  
Vol 2 (4) ◽  
pp. 276-291
Author(s):  
Chatarina Natalia Putri
Keyword(s):  
Career Development ◽  
Working Hours ◽  
Learning Opportunities ◽  
Working Environment ◽  
The Other ◽  
Satisfaction Level ◽  
Supervisory Support ◽  
Support Organization ◽  
The Relationship

There are many factors that can lead to internship satisfaction. Working environment is one of the factors that will result to such outcome. However, many organizations discarded the fact of its importance. The purpose of this study is to determine whether there is a significant relationship between working environment and internship satisfaction level as well as to determine whether the dimensions of working environment significantly affect internship satisfaction. The said dimensions are, learning opportunities, supervisory support, career development opportunities, co-workers support, organization satisfaction, working hours and esteem needs. A total of 111 questionnaires were distributed to the respondents and were processed by SPSS program to obtain the result of this study. The results reveal that learning opportunities, career development opportunities, organization satisfaction and esteem needs are factors that contribute to internship satisfaction level. In the other hand, supervisory support, co-workers support and working hours are factors that lead to internship dissatisfaction. The result also shows that organization satisfaction is the strongest factor that affects internship satisfaction while co-workers support is the weakest.

Reflection on Learner-Led Study Abroad Events in a SAC from Three Perspectives: A Learner, an Administrative Staff Member, and an Advisor

Relay Journal ◽  
2020 ◽  
pp. 66-79
Author(s):  
Mizuki Shibata ◽  
Chihiro Hayashi ◽  
Yuri Imamura
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Support System ◽  
Staff Member ◽  
Administrative Staff ◽  
Multiple Reflections ◽  
Learning Space ◽  
Japanese University ◽  
Staff Members

This paper reports on a case study of learner-led study-abroad events in the language learning space at a Japanese University. We present multiple reflections on the events from different perspectives: the event organizer (student), an administrative staff member, and a learning advisor working at the center. We also introduce the support system that a group of administrative staff members and learning advisors are in charge of helping learners to hold their events. Moreover, throughout our reflections, several factors that made the learner-led study-abroad events sustainable and successful are demonstrated.

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

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