scholarly journals DIGITAL MEDIA AND ENGLISH LANGUAGE DEVELOPMENT OF DUAL LANGUAGE LEARNERS IN KINDERGARTEN

2021 ◽  
Author(s):  
◽  
Kassandra Maragkopoulou
Keyword(s):  
Language Development ◽  
Digital Media ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
English Language Development ◽  
Dual Language Learners

English Narrative Language Growth Across the School Year: Young Spanish–English Dual Language Learners

2018 ◽  
Vol 40 (1) ◽  
pp. 28-39 ◽  
Author(s):  
Carla Wood ◽  
Mary Claire Wofford ◽  
Clariebelle Gabas ◽  
Yaacov Petscher
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
First Grade ◽  
Developmental Differences ◽  
Dual Language Learners ◽  
School Year ◽  
Promising Tool ◽  
Language Growth ◽  
Story Elements

This study aimed to describe the narrative retell performance of dual language learners (DLLs) in the fall and spring of the school year and examine predictive relationships. Participants included 74 DLLs in kindergarten and first grade from low socioeconomic backgrounds. Microstructural measures included number of different words (NDW), words per minute (WPM), and verb accuracy. Macrostructural measures included number of total story elements and number of different types of story elements. Path analysis models were used to test the relations among variables. Findings indicated that narrative measures were sensitive to developmental differences across the school year. Fall NDW performance in narrative retells was moderately related to both spring NDW and the total number of macrostructural elements in the spring. Spring WPM was uniquely predicted by fall WPM. Authors concluded that narrative retells are sensitive to developmental differences across a school year for DLLs. Findings support the use of narrative retell measures as a promising tool to examine and describe English language growth of young DLLs within a school year.

scholarly journals Responding to national curriculum goals for English language learners

2014 ◽  
Vol 2 (1) ◽  
pp. 74-95 ◽  
Author(s):  
Jennifer Alford ◽  
Alice Windeyer
Keyword(s):  
English Language Learners ◽  
Language Development ◽  
Language Learners ◽  
Junior High School ◽  
English Language ◽  
National Curriculum ◽  
English Language Development ◽  
Language Teachers ◽  
Action Research Project ◽  
Australian English

The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content areas to be realised. To that end, we conducted an action research project to explore and extend the reading strategies pedagogy of one English language teacher who teaches English language learners in a parallel junior high school Geography program. Such pedagogy will be valuable for all teachers as they seek to contribute to English language development goals as outlined in national curricula.

School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners

2018 ◽  
Vol 40 (4) ◽  
pp. 228-238
Author(s):  
Mary Claire Wofford ◽  
Carla L. Wood
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
First Grade ◽  
Dual Language Learners ◽  
Oral Narrative ◽  
Sources Of Information ◽  
Error Type ◽  
Assessment Protocol ◽  
Narrative Assessment

Oral narrative retells are rich sources of information for language development. Investigators collected English-language oral narrative retells during the fall and spring from 65 Spanish-English-speaking dual language learners (DLL) in kindergarten and first grade. Investigators examined transcripts of oral narratives for (a) inclusion and accuracy of microstructural elements using the Narrative Assessment Protocol (NAP; Pence, Justice, & Gosse, 2007), (b) percentage of grammatical utterances, and (c) types of verb errors. Prepositional phrases, elaborated noun phrases, irregular past tense verbs, and copula verbs were the most prevalent grammatical forms. Omission errors were the most prevalent verb error type. DLLs’ narrative retells revealed significantly increased number of total NAP codes and diversity of NAP codes. Grammaticality of utterances increased from approximately 77% to 87% from fall to spring. All verb errors types decreased over the academic year. Direct feature coding approaches are useful for tracking developmental progress in DLLs’ retells.

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