Response-Based Multimedia and the Culture of the Classroom: A Pilot Study of Kid's Space in Four Elementary Classrooms

1998 ◽  
Vol 18 (4) ◽  
pp. 339-367 ◽  
Author(s):  
Carla Meskill ◽  
Karen Swan
Keyword(s):  
Pilot Study ◽  
Language Arts ◽  
Elementary Classrooms ◽  
Multimedia Technology ◽  
English Learning ◽  
Reading And Writing ◽  
Diverse Classroom ◽  
Learning Contexts ◽  
Language Arts Education ◽  
Multimedia Environments

There are several reasons to believe that multimedia environments may support and enhance language arts education (see, for example, Meskill and Swan, 1995 [18]; Swan and Meskill, 1995 [17]). This project of the National Research Center on English Learning and Achievement is concerned with the match, real and potential, between the attributes of multimedia technology and students' development of literary understandings in response-based learning contexts. The study set out to determine how software that is specifically designed to complement response-based approaches to reading and writing ( Kid's Space) fared in four elementary classrooms. Precisely what factors influence the ways in which such software gets integrated into and used within diverse classroom contexts was the focus of our investigation. Results indicate that there is little doubt that it is a teacher's orientation to and incorporation of any technology that is paramount to its successful integration. One indication from this pilot is that technology may represent a means for promoting teacher reflection on their practice. By considering the intended role and purpose of response-based software, teachers can come to understand how discourse can impact understandings both personal and through interaction with a community of readers, writers, and responders.

Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Dani Gunawan
Keyword(s):  
Pilot Study ◽  
Elementary Students ◽  
First Grade ◽  
Learning Method ◽  
Reading And Writing ◽  
Learning Technique ◽  
Increasing Trend

This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.

Literacy in a Second Language

1989 ◽  
Vol 10 ◽  
pp. 145-162 ◽  
Author(s):  
William Grabe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Learning Context ◽  
Second Language Literacy ◽  
Reading And Writing ◽  
Learning Contexts ◽  
Language Literacy ◽  
Do So

As literacy has emerged to become a major issue in the 1980s, and will continue to do so in the 1990s, the only sure claim to be made is that the notion of literacy is extremely complex and fraught with generally accepted “myths,” hidden assumptions, over-generalizations, and simple all-inclusive responses to the challenges presented. This scenario is no less appropriate to the second language learning context than it is to the first language learning context. Thus, any examination of second language literacy requires discussion of both first language and second perspectives. It is naive to assume that the difficulties, complexities, contradictions, and debates in first language literacy do not apply equally to the large majority of second language learning contexts. Accordingly, second language literacy will be discussed in light of first language perspectives on literacy, reading, and writing, expanding these perspectives into second language contexts. (It should be noted that two excellent reviews of reading and writing in a second language appeared in ARAL IX (Carrell 1989a, Hudelson 1989a). This review should be seen as complementary to these two earlier articles.)

scholarly journals The Application of Computer Technology in Mongolian College English Teaching

2017 ◽  
Vol 12 (02) ◽  
pp. 52
Author(s):  
Xiaojun Zhao
Keyword(s):  
College Students ◽  
Language Learning ◽  
Cultural Development ◽  
Computer Assisted ◽  
Multimedia Technology ◽  
English Learning ◽  
College English ◽  
Learning And Teaching ◽  
Bilingual Teaching ◽  
Assisted Instruction

Based on the demand of modern teaching, this paper researches the application of and problems faced by Mongolian information processing and computer multimedia technology in computer-assisted instruction. It also sets the teaching software content and learning goal and further designs the teaching software according to the English learning features and characteristics of choosing the medium of information of Mongolian college students. This software is suitable for use in learning and teaching bilingualism second language to Mongolian students, and teachers and can realize the independent code of bilingual characters, Mongolian input and output, Mongolian character handling and bilingual inter-translation functions. Manufacture and development of bilingual teaching software facilitates the enthusiasm of Mongolian college students to learn English, improve the language learning environment and plays a positive facilitation role in multilanguage integration and cultural development of the Mongolian area.

Using Activism to Cultivate Social and Emotional Learning in the English Language Arts Classroom

2021 ◽  
pp. 154-171
Author(s):  
Elisabeth Spinner
Keyword(s):  
Social Justice ◽  
Language Arts ◽  
Social Action ◽  
English Language ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Reading And Writing ◽  
Social And Emotional ◽  
Learning Competencies ◽  
Action Projects

English teachers' use of reading and writing instruction in a social justice-focused curriculum can include social action projects that encourage students to get involved in activism and also promotes social and emotional learning. This chapter outlines the research behind and steps towards using reading and writing in ways that encourage students to get involved in activism. The assignments and lessons suggested also include social and emotional learning competencies. Two specific texts are used to provide readers with concrete examples of implementing the ideas presented in classrooms.

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