Immigrant families’ home use of electronic and online Icelandic L2 materials for children

This article presents two studies performed on 14 immigrant families with children aged one to 16; 12 families in Iceland and two Icelandic families living abroad. Lack of exposure and availability of online materials for learning Icelandic as an L2 may affect what skills children can practise at home. This study represents 32 children aged one to 16, all of whom practise Icelandic (L2) at home. Data regarding use and availability of online and offline learning materials were collected by means of a survey containing both open-ended and closed questions. A comprehensive, central directory of available materials was created in parallel as a desktop research. These studies reveal that Icelandic is spoken in most homes but children require further development of specific language skills, predominantly reading. Families consider reading, writing, and vocabulary to be the most important skills to practise, while grammar, speaking, and listening take lower priority. Children’s books are the most frequently used learning material, while textbooks, audiobooks, and other language programmes or apps are used less frequently. TV, films, and online channels (e.g. YouTube) are used to provide language exposure.

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Systematic Modification of Parental Input to Train Language Symbols

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1201.04 ◽

1981 ◽

Vol 12 (1) ◽

pp. 4-12 ◽

Cited By ~ 6

Author(s):

Barbara Culatta ◽

Donna Horn

Keyword(s):

Language Learning ◽

Meaningful Use ◽

Hearing Impaired ◽

Specific Language ◽

Parental Input ◽

Language Exposure ◽

Therapy Sessions ◽

Impaired Children ◽

Hearing Impaired Children ◽

At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

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Documenting bilingual experiences in the early years: Using the CECER-DLL Child and Family and Teacher Questionnaires

Bilingualism Language and Cognition ◽

10.1017/s1366728920000401 ◽

2020 ◽

Vol 23 (5) ◽

pp. 958-963

Author(s):

Dina C. Castro ◽

Carol Scheffner Hammer ◽

Ximena Franco ◽

Lauren M. Cycyk ◽

Shelley E. Scarpino ◽

...

Keyword(s):

Educational Research ◽

Language Skills ◽

Early Years ◽

Generational Status ◽

Bilingual Children ◽

Validity Study ◽

Language And Literacy ◽

Contextual Characteristics ◽

Language Exposure ◽

At Home

AbstractThe diversity of experiences among bilingual children is reflected in the variability of abilities in each of their languages. This paper describes the CECER-DLL Child and Family, and Teacher Questionnaires and discusses the utility of these tools. These questionnaires were created to address the need for valid and reliable tools to document contextual characteristics and language experiences of young bilingual children in developmental and educational research. A multi-site validity study using the CECER-DLL Questionnaires demonstrates how children's language skills are influenced by language exposure at home and at school, mothers’ and teachers’ skills in each language, mother's generational status, and languages used during language and literacy activities at home.

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“No more Korean at Home.” Family language policies, language practices, and challenges in Korean immigrant families: Intragroup diversities and intergenerational impacts

Linguistics and Education ◽

10.1016/j.linged.2021.100929 ◽

2021 ◽

Vol 63 ◽

pp. 100929

Author(s):

Hakyoon Lee

Keyword(s):

Immigrant Families ◽

Language Policies ◽

Language Practices ◽

Korean Immigrant ◽

Family Language ◽

Korean Immigrant Families ◽

At Home

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ANALISIS MATERI PEMBELAJARAN BAHASA ARAB PADA BUKU AL-LUGHAH AL-‘ARABIYAH AL-MU’ÂSHIRAH DENGAN PENDEKATAN ASAS PENGEMBANGAN MATERI

Al Mahāra Jurnal Pendidikan Bahasa Arab ◽

10.14421/almahara.2016.021-06 ◽

2016 ◽

Vol 2 (1) ◽

pp. 119-144

Author(s):

Muhammad Ediyani

Keyword(s):

Language Skills ◽

Theoretical Aspect ◽

Material Design ◽

Learning Material ◽

Material Development ◽

Advantages And Disadvantages ◽

Arabic Speakers ◽

Library Research ◽

Development Approach ◽

Observation Method

This research is aimed to analyze the learning material on the book entitled al-Lughah al-‘Arabiyah al-Mu’ashirah written by Eckehard Schulz through principles of material development approach. And to reveal the advantages and disadvantages from material design. This research is library research by which a book entitled al-Lughah al-‘Arabiyah al-Mu’ashirah as research object. The research is conducted using observation method to the book both primary and secondary. The researcher uses content analysis in analyzing data. The result of this research shows that this book is already feasible and appropriate to be used as Arabic subject learning material for non-Arabic speakers. The advantages of the book entitled al-Lughah al-‘Arabiyah al-Mu’ashirah are that this book makes students able to master the language skills, language elements, and able to comprehend Arabic characteristics, and another theoretical aspect. While the disadvantage of this book is there is no interesting picture (visualization) that can rise special motivation in learning this book.

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Language Skills in Cypriot-Greek Speaking Toddlers with Specific Language Delay

Journal of Greek Linguistics ◽

10.1163/156658411x563676 ◽

2011 ◽

Vol 11 (1) ◽

pp. 56-80 ◽

Cited By ~ 2

Author(s):

Kakia Petinou ◽

Margarita Kapsou ◽

Astero Constantinou

Keyword(s):

Language Skills ◽

Language Delay ◽

Specific Language

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Online And Offline Learning ComparisonIn The New Normal Era

International Journal of Educational Research & Social Sciences ◽

10.51601/ijersc.v2i2.73 ◽

2021 ◽

Vol 2 (2) ◽

pp. 449-455

Author(s):

V.H. Valentino ◽

Heri Satria Setiawan ◽

Muhammad Tri Habibie ◽

Retna Ningsih ◽

Dona Katrina ◽

...

Keyword(s):

Literature Review ◽

Future Research ◽

Online Media ◽

Learning Material ◽

New Normal ◽

Offline Learning ◽

Normal Period ◽

Common Interests ◽

The Right

There are many learning media during the Covid 19 pandemic, some use online media and offline media, online media are also of many kinds, some are in the form of videos, pictures or writing, but there are also many learning media that combine all learning media, examples are online media youtube, with youtube media students will be able to view learning material repeatedly because videos can be downloaded. The method used in research is to use the literature review method, a method that can help in this study because it can find new problems in future research. The problem raised in this research is wanting to know the right media and making comparisons of online and offline media during the new normal period after the COVID-19 pandemic. This research produces data that can prove that the right media is in the new normal period, this is done to common interests and the nation.

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PROMOTING PROFICIENCY OF SPEAKING AND LISTENING SKILLS THROUGH CBI AND CLT APPROACHES (On A SAMPLE OF AN ARMENIAN EFL CLASSROOM)/ՀԱՂՈՐԴԱԿՑՈՒԹՅԱՆ ՎՐԱ ՀԻՄՆՎԱԾ ՈՒՍՈՒՑՈՒՄԸ ԵՎ ԲՈՎԱՆԴԱԿՈՒԹՅԱՆ ՎՐԱ ՀԻՄՆՎԱԾ ՈՒՍՈՒՑՈՒՄԸ՝ ՈՐՊԵՍ ԱՆԳԼԵՐԵՆԻ ԲԱՆԱՎՈՐ ԽՈՍՔԻ և ՈՒՆԿՆԴՐՄԱՆ ՀՄՏՈՒԹՅՈՒՆՆԵՐԻ ԶԱՐԳԱՑՄԱՆ ՄՈՏԵՑՈՒՄՆԵՐ (ՀԱՅԱՍՏԱՆՅԱՆ ԼՍԱՐԱՆԻ ՕՐԻՆԱԿՈՎ)/КОММУНИКАТИВНОЕ ОБУЧЕНИЕ И ОБУЧЕНИЕ НА ОСНОВЕ СОДЕРЖАНИЯ КАК ПОДХОДЫ К РАЗВИТИЮ НАВЫКОВ УСТНОЙ РЕЧИ И АУДИРОВАНИЮ НА АНГЛИЙСКОМ ЯЗЫКЕ (НА ПРИМЕРЕ АРМЯНСКОЙ АУДИТОРИИ)

Bulletin of Eurasia International University ◽

10.53614/18294952-2020.2-134 ◽

2020 ◽

pp. 134-150

Author(s):

Irina Mkhitaryan

Keyword(s):

Simple Model ◽

Best Practices ◽

21St Century ◽

Language Skills ◽

Listening Skills ◽

Teaching English ◽

Specific Language ◽

Effective Strategies ◽

Research Findings ◽

Based Instruction

Language is now far from just being a simple model of interaction inasmuch as employment requirements put a great asset on specific language skills. Moreover, the employability market in Armenia and worldwide pays a great attention to accurate and fluent speaking skills and it is considered a key prerequisite for recruitment. From this perspective, it becomes paramount to boost speaking and listening skills for better employability, therefore. The paper attempts to highlight the implementation of Communicative Language Approach (hereinafter, CLT) and Content -Based Instruction (hereinafter, CBI) as some of the effective approaches of enhancing students’ speaking and listening skills. Additionally, best practices are prioritised for inclusion of more effective strategies and activities in the context of teaching English in the 21st century where ever-growing needs for fluent English are imperative. The research findings, as such, prove that teaching productive skills through CLT and CBI approaches intensifies and strengthens the overall speaking and listening performance among students.

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Change in Computer Access and the Academic Achievement of Immigrant Children

Teachers College Record ◽

10.1177/016146811812000401 ◽

2018 ◽

Vol 120 (4) ◽

pp. 1-26

Author(s):

Ui Jeong Moon ◽

Sandra L. Hofferth

Keyword(s):

Academic Achievement ◽

Digital Divide ◽

Test Scores ◽

New Technologies ◽

Immigrant Families ◽

First Grade ◽

The United States ◽

Computer Access ◽

Mathematics Test ◽

At Home

Background/Context Increased interest in the correlates of media devices available to children has led to research indicating that access to and use of technology are positively associated with children's academic achievement. However, the digital divide remains; not all children have access to digital technologies, and not all children can acquire technological literacy. Specifically, immigrant families are known to be slow to adopt new technologies in the increasingly digital society of the United States. Purpose/Objective This study examined whether the benefits of computer access observed in the general U.S. population were also applicable to children from immigrant families in the early 2000s. Research Design Using data on 2,139 children in immigrant families from the Early Childhood Longitudinal Study-Kindergarten cohort, this study examined the association between children's gaining access to a computer at home and their reading and mathematics test scores between the late 1990s and the early 2000s. Findings/Results We found that if children had access to a computer during the early elementary school years, they demonstrated increased mathematics test scores later on. Conclusions/Recommendations Three characteristics of computer access are discussed in terms of implications for media popular today, including type of media (old vs. new), featured functions of technology, and timing of availability to children. In particular, the computer's spatial and virtual functions may be likely to translate into improved mathematics skills, especially when access occurs early in kindergarten and first grade. Extra effort is needed to inform immigrant and minority parents about the benefits of new technologies so that their children can access them at home as much as children from nonimmigrant and nonminority families. To lessen the digital divide in children's education, timely financial support and educational information should be provided to parents to encourage early adoption of new media technologies, thus ensuring that immigrant and minority children are not left behind in the digital age.

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Taalvaardigheidsonderzoek bij Taalgestoorde Leerlingen in het Voortgezet Onderwijs

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.60.04bur ◽

1998 ◽

Vol 60 ◽

pp. 29-38

Author(s):

E.A. Burger ◽

G. Rijpma

Keyword(s):

Special Education ◽

Pilot Study ◽

Language Development ◽

Educational System ◽

Financial Support ◽

Language Disorder ◽

Language Skills ◽

Specific Language ◽

Language Impaired ◽

Grammatical Errors

Adolescent speakers of Dutch who have a language disorder cannot as yet be identified by generally acknowledged tests. However, in the future this will become necessary to apply for special education or financial support in the regular educational system. Based on a survey of the literature concerning normal and disordered language development in children up age 10, this article presents a pilot study in which the language skills of 10 specific language-impaired students are compared with those of 10 normally developing peers. Tasks are used both within academic and communicative contexts. Between the groups significant differences appear on two aspects only: the number of grammatical errors made while telling a story, and the length of the sentences used in writing a story. These two aspects therefore appear to be useful in the process of identifying language-disordered adolescents.

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