scholarly journals School Investigation and Analysis

2019 ◽  
Vol 1 ◽  
pp. 118-128
Author(s):  
Hui Wang
Keyword(s):  
English Language Learners ◽  
Learning Environment ◽  
Language Learners ◽  
English Language ◽  
Funds Of Knowledge ◽  
Learning Motivation ◽  
The Other ◽  
Teaching Skills ◽  
Online Research ◽  
English Learning

This essay contends the introduction to Croft Middle School in Nashville based on online research and interviews. The author focuses more on the student population school-wide support for English Language Learners, and the learning environment. From the school visit, the author noticed the ESL classroom decoration was very creative and attractive, and it was also the valuable learning resources for English learning. Besides, the story books in the classroom were related to students’ funds of knowledge, which could raise students’ learning motivation. In addition, during the class observation, the author noticed some strengths and learned great teaching skills of Ms. Levy’s class. On the other hand, based on theories from previous researches and articles, the author also provided some recommendations in order to have students get more benefits in ESL classes.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

scholarly journals Working with English Language Learners: Preservice Teachers and Photovoice

2011 ◽  
Vol 13 (1) ◽  
Author(s):  
Kevin J. Graziano
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
English Language Learners ◽  
Learning Environment ◽  
Language Learners ◽  
English Language ◽  
Documentary Photography ◽  
Urban Elementary School ◽  
Hispanic English Language Learners ◽  
Enhanced Learning

This study utilizes documentary photography and storytelling, photovoice, to identify the educational realities of 16 Hispanic English Language Learners from an urban elementary school in the Southwest. Reflections from preservice teachers who utilized photovoice to gather data from the English Language Learners of this study are also discussed. Three main themes emerged from English Language Learners’ photographs and stories: (a) meaningful and fun instruction; (b) struggles and joys with literature, and (c) a sense of determination to excel and support others. Preservice teachers indicate they were positively affected by the enhanced learning environment of the study.

scholarly journals Learning Fun English Using Total Physical Response Method

2018 ◽  
Vol 1 (3) ◽  
pp. 23
Author(s):  
Zulia Karini
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Target Language ◽  
Learning Activity ◽  
English Learning ◽  
Communicative Skills ◽  
Physical Response ◽  
Response Method

One of the difficult parts of learning the target language for English language learners is the acquisition of vocabulary. Most learners find that English is a hard subject to be studied. However, they can enjoy learning English when it is taught in a fun way. Using games for teaching vocabulary has been very popular for several decades. Different studies revealed that games are beneficial in vocabulary learning because they enhance students’ ability to memorize words, encourage student’s interaction, improve their communicative skills and enhance students’ motivation. Games also can help the teachers to create contexts in which the language is useful and meaningful. Watching a movie is also a great way to learn English. Learners can improve their vocabulary while watching a film. Total Physical Response method can also be applied when teaching English for children. This method makes language skills more quickly understood and understood by children the use of functional English like "Show and tell". Fun English learning activities (over English learning) was done this time, considering how enthusiastic the children in Taman Baca Kudi Dusun Cunil Pegalongan village Banyumas in every activity given. This English learning activity also aims to provide English introduction materials early so that they will be accustomed to facing all things related to the English language.

scholarly journals Pragmatic study: Iraqi EFL Learners' Performance in

2019 ◽  
Vol 58 (1) ◽  
pp. 55-66
Author(s):  
Haqi Ismaaeel Ghanim
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The Other ◽  
Diagnostic Approach ◽  
Cognitive Level ◽  
Efl Learners ◽  
The Common ◽  
The One ◽  
Better Than

     The study deals with adverbial movements as one of the common methods in the origin of the English language on the one hand, and because it is problematic for learners of English language on the other hand. The study assumes that Iraqi learners face difficulties in using these adverbial. Their performance at the cognitive level is better than the productive level. The hypotheses were varied through the adoption of a diagnostic approach to ten questions. The research was carried out on a sample of 190 students from the English language learners. Where the answers to the topics were collected and analyzed to extract the results of the study: The results indicated that students do not have difficulty in using English. and the subjects’ responses have been collected and analyzed in order to draw the findings of this study

Game-Based Pilot System for English Learning

2012 ◽  
Vol 2 (2) ◽  
pp. 86-99 ◽  
Author(s):  
Kuo-Chen Li ◽  
Cheng-Ting Chen ◽  
Hui-Chih Wang ◽  
Jia-Sheng Heh
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Year ◽  
English Learning ◽  
English Classes ◽  
Test Study ◽  
Post Test ◽  
The University ◽  
University Setting

Game-based Pilot System for English learning (GPS-E) is a system that was produced with the intention of assisting English language learners (ELLs) who have lower English proficiency. The study was conducted in a university setting in northern Taiwan. The English classes which were categorized as “Pilot English Classes” were recruited for this research. One major goal of this study is to explore how effective and to what extent the GPS-E system can contribute to students’ English learning in the university level. A survey was designed, and the data of the first year experiment were analyzed by a pre-post test study using the SPSS t-test. Results indicated that students who have tried the GPS-E system have improved significantly.

scholarly journals Hypertext versus Footnotes

2017 ◽  
Vol 47 (1) ◽  
pp. 81-115
Author(s):  
Miriam Eisenstein Ebsworth ◽  
Tommy McDonell ◽  
Anthony DeFazio ◽  
Chencen Cai
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
The Other ◽  
Multiple Choice Questions ◽  
Focus Group Interviews ◽  
Additional Information ◽  
Significant Difference ◽  
Group Interviews

This study considers forty adolescent English Language Learners who read a passage online containing additional information available through either hypertext links or footnotes. Participants were attending a special high school for English learners at the time of the study. Two versions of the text were offered, one with hypertext and the other with footnotes, and participants were randomly assigned to the footnote or hypertext condition. Answers to multiple choice questions showed no significant difference between groups in recall of the reading under the two conditions, in contrast with an earlier study of learners in higher education settings whose recall of reading with hypertext was significantly lower than with footnotes. Learners’ ratings of perceived comprehensibility of the 2 texts was also not significantly different. Additional interpretive data came from focus group interviews involving all of the participants.

scholarly journals Effectiveness of Tutorials in Improving the Academic Performance of English Language Learners

2020 ◽  
Vol 2 (3) ◽  
pp. 141-152
Author(s):  
Danebeth Glomo-Narzoles ◽  
Donna Glomo-Palermo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Writing Skills ◽  
Private University ◽  
The Other ◽  
Survey Questionnaire ◽  
Working Students ◽  
Video Tutorials ◽  
E Learning

This study aimed to identify the effectiveness of an academic intervention, tutorial classes in particular, as perceived by the students specifically in improving their performance in their English subjects. This study made use of the Tutorial Survey questionnaire adapted from Xixi Lu, et.al. (2003). The questionnaire was distributed to the students who attended English language tutorial classes in a private university. In order to substantiate the information gathered through the questionnaire, interviews were also conducted to selected participants.  Results revealed that majority of students who availed the English language tutorials were males. On the other hand, there were more working students who attended the tutorials than the non-working students. The students noted that the tutorial classes for their English subjects were very effective. They perceived the tutorial classes and the faculty tutors positively. Moreover, they were also very satisfied with the tutorial venue and time. The students do not have further recommendations to improve the university’s tutorial classes. The students also added that these tutorials have improved their listening, speaking, reading, and writing skills. For the other academic interventions, the students suggested to have peer tutoring, additional activities or enrichment materials through e-learning sites, and video tutorials for those English subjects with lab components.

scholarly journals PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH DASAR

2015 ◽  
Vol 14 (2) ◽  
pp. 120-128
Author(s):  
Iriany Kesuma Wijaya
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Positive Impact ◽  
Language Skills ◽  
English Learning ◽  
Comprehensive Understanding ◽  
Good Learning ◽  
Attention To Students

ABSTRACT This study aims to gain a deep and comprehensive understanding of the process of learning English language learners in the class II SDSN Pondok Kelapa 03 Pagi Jakarta Timur by using a qualitative approach ethnographic method. The process involves the roles of teachers and learners. Teachers are able to create a good learning atmosphere that have a positive impact on student learning and therefore, the learning outcome become maximum. She also serves as director of activities, both individually and in groups. Learners will always feel safe because the teachers have always paid attention to students while they are learning independently. The approach based on assumptions about the nature of language how language learning is carried out. English learning is to develop English language skills contextually and acceptably. It is according to context, conditions and daily situation of the students. It is recommended that the result of the study needs to be integrated for the commonucation media which is appropriate to the needs of the students.Keywords : English language learning, etnography, teacher as guidance ABSTRAK Penelitian ini bertujuan untuk memperoleh pemahaman yang mendalam dan komprehensif tentang proses pembelajaran bahasa Inggris pada peserta didik kelas II di SDSN Pondok Kelapa 03 Pagi Jakarta Timur dengan menggunakan pendekatan kualitatif metode etnografi. Proses pembelajaran melibatkan peran guru dan peserta didik. Guru mampu menciptakan suasana pembelajaran dengan baik sehingga berdampak positif pada proses belajar siswa dan akhirnya hasil belajar menjadi maksimal. Guru juga berperan sebagai pengarah kegiatan baik secara individu maupun secara berkelompok. Peserta didik akan selalu merasa aman dan diperhatikan karena guru selalu berada diantara peserta didik walaupun mereka belajar secara mandiri. Pendekatan mengacu pada asumsi-asumsi mengenai hakikat bahasa bagaimana pembelajaran bahasa dilakukan. Pembelajaran bahasa Inggris adalah mengembangkan kemampuan berbahasa Inggris secara kontekstual dan berterima sesuai dengan konteks serta kondisi dan situasi keseharian peserta didik. Hal ini untuk menghasilkan bentuk pembelajaran bahasa Inggris yang lebih menyentuh kebutuhan berbahasa peserta didik. Temuan tersebut perlu diintegrasikan sedemikian rupa sehingga menghasilkan kegiatan belajar yang menekankan pada aspek bagaimana bahasa Inggris digunakan sebagai alat komunikasi yang sesuai dengan kebutuhan peserta didik.Kata kunci: Pembelajaran bahasa Inggris, etnografi, guru pengarah kegiatan

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