scholarly journals Academic Content as a Vehicle for Language Learning

2019 ◽  
Vol 16 (1) ◽  
pp. 34-51
Author(s):  
Kendra Nunan ◽  
Brenda Capobianco
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
Lessons Learned ◽  
Second Grade ◽  
English Only ◽  
Instructional Activities ◽  
Grade Teacher ◽  
Action Strategies ◽  
Grade Classroom ◽  
Academic Content

This study profiles an action research study conducted by a second grade teacher examining the different ways of leveraging academic content such as science and social studies as a means of enhancing students’ learning of language. The context of study was a second grade classroom housed within a small urban school where student performance on both school- and district-based assessments indicated that ELLs were 10-20% lower than English only students. State-wide math and reading achievement for ELLs in this school was lower than the overall population, and ELLs had the lowest percentage of students meeting their annual growth goals. Action strategies included an array of proactive instructional activities focused on speaking and writing derived from both science and literacy education literature. Student performance was measured using NWEA scores and a teacher-created speaking evaluation. Results indicated that students demonstrated significant growth in the use and frequency of academic vocabulary. Lessons learned and recommendations for teaching ELL using academic content in the elementary classroom are discussed.

THE USE OF COMMUNITY LANGUAGE LEARNINGMETHOD TO IMPROVE STUDENTS’ SPEAKING ACHIEVEMENT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eko Widoyo Putro ◽  
Berlin Sibarani
Keyword(s):  
Language Learning ◽  
Secondary Data ◽  
Primary Data ◽  
Second Grade ◽  
Learning Method ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Method Improvement ◽  
Community Language

This study is aimed at improving the second grade of students’ speakingachievement by using Community Language Learning (CLL) Method. Theresearch was conducted by applying classroom action research. The subject of this study was second grade of Private Senior High School (Sekolah Menengah Atas Swasta) of Dwi Tunggal Tanjung Morawa which consisted of 31 students. To collect the data, the instruments used were primary data (SpeakingTest) and secondary data (interview sheet, observation sheet, field notes). It can be seen from the score in test I, test II and test III. In the Test I, the mean of the students’score was (64.77), in the Test II was (71.35), and the mean of the students’ score of the Test III was (80.90). Based on the interview, and observation sheet, it shows that the expression and excitement of the students got improved as well. It was found that teaching of speaking by using Community Language Learningcould significantly improve students’ speaking achievement.Key Words: Community Language Learning, Method, Improvement, Speaking Achievement

THE EFFECT OF USING WRITTEN RETELLING STRATEGY TOWARD THE STUDENTS READING COMPREHENSION AT THE SECOND GRADE OF SENIOR HIGH SCHOOL KARTIKATAMA METRO LAMPUNG INDONESIA

2018 ◽  
Vol 1 (3) ◽  
pp. 26-37
Author(s):  
Rana Wijaya ◽  
M.Ihsan Dacholfany
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Language Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
Senior High School ◽  
Second Grade ◽  
Control Group ◽  
Significance Level ◽  
Written Retelling

Reading is one of the important aspects of language learning. By reading, the learners get knowledge and information. But in reality, students are often ignoring to mastering this skill. It is the researchers found in the second grade of SENIOR HIGH SCHOOL Kartikatama Metro Lampung Indonesia, where students have difficulty in reading comprehension, so this leads to lower their learning. Therefore, to improve students' reading comprehension ability, researchers used Written Retelling Strategy (WRS) in the learning process.        The purpose of this study was to determine whether the use of Retelling Written Strategy (WRS) has a positive effect on students' reading comprehension in learning English. Written Retelling Strategy (WRS) considered as one strategy that makes students more active and fun in the learning process to comprehend some text.        Forms of this research are Quantitative Research conducted in two classes. Each class is divided into the trial and reserve grade. Author implements True Experimental Design (Pure Research) by applying a pre-test and post-test as an instrument. In accordance with the method of this study, the data were analyzed using t-test that allows knowing the difference between the experimental group that used a class of written retelling strategy and the control group who did not use written retelling strategy. Finally, the research data show that t observations = 3,590 and is included in the category of high impact. Furthermore, t observation T Table consult with a significance level of 5% = 2.010 and 1% = 2,682, the data states that t observations greater than the T Table, this could mean that Hi is received. And could mean that there is a positive and significant influence between experiment class and class control on the use of written retelling strategy at second grade of Senior High School  Kartikatama Metro.

scholarly journals Connecting the dots: Lessons learned from student performance in the pandemic era

2021 ◽  
Author(s):  
Natalie Inoue ◽  
Kristie Kaczmarek ◽  
Emily Chen ◽  
Hiroe Ohyama
Keyword(s):  
Student Performance ◽  
Lessons Learned ◽  
Connecting The Dots

scholarly journals Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

A Pathway for Mathematical Practices

2013 ◽  
Vol 19 (6) ◽  
pp. 354-362 ◽  
Author(s):  
Melanie Wenrick ◽  
Jean L. Behrend ◽  
Laura C. Mohs
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Second Grade ◽  
Core State ◽  
Mathematical Practices ◽  
Grade Classroom ◽  
Nctm Process Standards

See how the NCTM Process Standards in action integrate Common Core State Standards in a second-grade classroom.

Education Balanced Scorecard for Online Courses

2012 ◽  
pp. 441-462
Author(s):  
Kenneth David Strang
Keyword(s):  
Student Performance ◽  
Balanced Scorecard ◽  
Best Practice ◽  
Online Courses ◽  
Management Science ◽  
Lessons Learned ◽  
The Balanced Scorecard ◽  
Program Success ◽  
Course Grades ◽  
Science Philosophy

This case presents a best-practice in higher education, whereby a balanced scorecard approach was used to assess the effectiveness of a distance education (online) course in an accredited business degree program at an Australian public university. The assessment rubric was created by applying the concept of the balanced scorecard (from management science) to measure student performance, satisfaction, as well as content and delivery effectiveness. Performance was derived from the course grades while a validated survey instrument was utilized to gather estimates of all other factors from the students. One of the key lessons-learned in the case was that rather than reinvent the wheel, it was better to reuse accreditation surveys designed for the classroom to assess online courses and leverage the management science philosophy of measuring more than just performance to evaluate program success. Similar scorecard concepts have already been applied in U.S. universities, thus their differences with this case are also discussed.

Getting Started

2011 ◽  
pp. 54-69
Author(s):  
Maria Elena Corbeil ◽  
Joseph Rene Corbeil
Keyword(s):  
Language Learning ◽  
Online Courses ◽  
Lessons Learned ◽  
Student Survey ◽  
Course Content ◽  
Face To Face ◽  
Mobile Assisted Language Learning ◽  
Learning Programs ◽  
Materials Used ◽  
Effective Use

Podcasting is an excellent way to engage students and to supplement the instructional materials used in face-to-face and online courses and in Mobile-Assisted Language Learning programs. A well-produced weekly podcast can enhance course content, learning activities, and student-teacher interactions, while enabling students to take their learning materials with them wherever they go, thus reinforcing and supporting language acquisition. While there are many resources that delineate how to create a podcast, few address the instructional, technological, and production factors that must be considered for the effective use of podcasting in instruction. This chapter includes a brief review of the literature that addresses the use of podcasts in language learning programs, and offers a simple guide for creating your first podcast, lessons learned, and the results of a student survey on the use of podcasts.

Research and Reflective Practice in the Pre-Literate ESL Classroom

2020 ◽  
pp. 243-271
Author(s):  
Vineetha Hewagodage
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Adult Students ◽  
English Language ◽  
First Language ◽  
Literacy Skills ◽  
Structured Interviews ◽  
Language Program ◽  
English Only ◽  
Low Educated

This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.

The Equity of Remote Teaching During COVID-19

2022 ◽  
pp. 138-154
Author(s):  
Allison Victoria Wilson
Keyword(s):  
Second Grade ◽  
Personal Account ◽  
Social And Emotional ◽  
Emotional Factors ◽  
The Past ◽  
School Year ◽  
Grade Teacher

This chapter is written by a second-grade teacher who gives a personal account for remote teaching during quarantine and the 2020 - 2021 school year. The equity and diversity of various situations involved during the past year are discussed throughout the chapter: from the beginning of quarantine 2020 to the end of the school year in May 2021. Remote teaching, social and emotional factors, and the diversity of families are also addressed. The chapter is dedicated to Jordan Lea Darnell, a teacher who lost her battle to COVID-19 in the Spring of 2021.

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