scholarly journals Enhancing Collaborative Learning: Activities and Structures in a Dual Language Preschool Classroom

2018 ◽  
Vol 12 (1) ◽  
pp. 5
Author(s):  
Iliana Alanís
Keyword(s):  
Language Learners ◽  
Cognitive Skills ◽  
Dual Language ◽  
Qualitative Methodology ◽  
Second Language Learners ◽  
Language Teachers ◽  
Learning Activities ◽  
Pedagogical Practices ◽  
Language Programs ◽  
Dual Language Programs

Changing demographics have led to a need for dual language teachers to adjust their pedagogy to best meet the needs of second language learners in dual language programs. However, the development of linguistic and cognitive skills for dual language learners continues to challenge early childhood teachers (Martinez, 2010; García & Kleifgen, 2010). With this in mind, it is important to explore effective pedagogical practices in dual language programs that encourage meaningful interactions with young bilingual learners (Garcia & Garcia, 2012; Gutiérrez, Zepeda, & Castro, 2010). This study used a qualitative methodology, including classroom observations and interviews, to investigate the teacher’s role in establishing students’ participation when partnered in pairs. Findings reveal the teachers use of visual and auditory scaffolding, strategic pairing of students, and intentional paired learning activities to enhance collaborative exchanges.

Multimedia learning materials for second language learners

2020 ◽  
Vol 55 (3) ◽  
pp. 175-192
Author(s):  
Xiaoling He ◽  
Haojiang Ying ◽  
Sureenate Jaratjarungkiat
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Teachers ◽  
Community Exposure ◽  
Beginning Learners ◽  
Human Actors ◽  
Noisy Background ◽  
Live Action

Abstract As an important form of second language input, videos have been given much attention by both language teachers and SLA researchers. Second language learning videos typically come in two forms: live-action videos (with human actors in realistic settings) and animation videos. In this paper, we report on an empirical study on the relative merits of these two kinds of videos for beginning learners of Chinese. A total of 82 participants took part in this research as students in a Beginners’ Chinese Language course at a university in Singapore. Each participant attended four learning sessions, two of which being based on live-action videos and another two on animation videos. Post-tests showed that the efficacy of the two kinds of videos differed between students who had had richer community exposure to Mandarin before attending the course and students who did not have such exposure. The former group performed significantly better than the latter after attending live-video sessions. However, students in the latter group reported a preference for animation videos during the post-interviews due to the more well-controlled quality of the soundtracks (i.e., less noisy background).

Samenwerkend Woorden Leren Als Vorm Van Content Based Language Learning; Een Succesvolle Aanpak?

1998 ◽  
Vol 58 ◽  
pp. 63-69
Author(s):  
Hilde Hacquebord
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Teachers ◽  
Small Scale ◽  
Control Group ◽  
Word Knowledge ◽  
Reading Vocabulary ◽  
Post Test

Second-language learners need a vocabulary course that they can apply in content areas. Although many schools opt for a reading curriculum to support weak readers, many L2-readers still have difficulties at the word level. In the reading course Weet wat je Leest (Know what you are reading'), there is a vocabulary course especially for L2-readers. It is designed along the principles of 'natural word acquisition', in which attention to the unknown word and elaboration of its meaning on the basis of the co-text is important. Vocabulary learning strategies are presented in such a way that language learners can deal with it in a cooperative way. Cooperation between language teachers and subject teachers is also very important in this project. The experimental reading/vocabulary course has been implemented in several schools. Only 45 students took part in the vocabulary course, and were able to improve their results with respect to word knowledge. Also the control group improved on word knowledge, be it not to the same extent. In a small-scale study, we observed a number of students in the vocabulary course. It appeared that especially the 'overestimators' in the program among them improved their metalinguistic ability with respect to word knowledge, whereas the control Werestimators' did not; they even had lower scores on the post-test.

Sign in / Sign up

Export Citation Format

Share Document