scholarly journals Using dual language picturebooks with children in an after school club

2021 ◽  
Vol 26 ◽  
pp. 76-82
Author(s):  
Nicola Daly ◽  
Dorea Kleker ◽  
Kathy Short
Keyword(s):  
Language Learning ◽  
Dual Language ◽  
Bilingual Children ◽  
After School ◽  
Curricular Framework ◽  
School Club ◽  
Inquiry Cycle

Dual language picturebooks use more than one language in the text of the book. There is increasing literature showing the potential of such books to support language learning, and recent studies explore their use in classrooms to raise awareness of multilingualism. This article describes the ways in which dual language picturebooks were used in an after school club of 8-11 year olds in a Latinx neighbourhood in Arizona. Over a six week period an inquiry cycle was used as a curricular framework for exploring dual language picturebooks featuring both familiar and unfamiliar languages for the children. Findings showed the importance of providing time for connection with the books, followed by demonstrations or readings  of the picturebooks, and the importance of invitations for the children to explore ideas from the picturebooks. The article provides guidelines for using dual language picturebooks in classrooms, and ends with a provocation suggesting that bilingual picturebooks are not necessarily only for bilingual children.

Dual language learning: Making connections between research and practice

2010 ◽  
Author(s):  
Mariela Paez ◽  
Sharon Yandian ◽  
Linda Espinosa ◽  
Fred Genesee
Keyword(s):  
Language Learning ◽  
Dual Language ◽  
Research And Practice

Entering the Clubhouse

2010 ◽  
Vol 22 (2) ◽  
pp. 21-35 ◽  
Author(s):  
Yasmin B. Kafai ◽  
Deborah A Fields ◽  
William Q. Burke
Keyword(s):  
Online Communities ◽  
File Sharing ◽  
Cultural Factors ◽  
Ethnographic Study ◽  
After School ◽  
End User ◽  
Programming Software ◽  
Social And Cultural Factors ◽  
Learning Programming ◽  
School Club

Previous efforts in end-user development have focused on facilitating the mechanics of learning programming, leaving aside social and cultural factors equally important in getting youth engaged in programming. As part of a 4-month long ethnographic study, we followed two 12-year-old participants as they learned the programming software Scratch and its associated file-sharing site, scratch.mit.edu, in an after-school club and class. In our discussion, we focus on the role that agency, membership, and status played in their joining and participating in local and online communities of programmers.

Interpreting phonological memory performance in bilinguals

2017 ◽  
Vol 38 (6) ◽  
pp. 1333-1336
Author(s):  
Margarita Kaushanskaya
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Memory Performance ◽  
Bilingual Children ◽  
Phonological Memory ◽  
Language Experience ◽  
Early Language ◽  
Central Hypothesis ◽  
The Relationship

The central hypothesis in the Pierce, Genesee, Delcenserie, and Morgan article is that phonological memory is key to explaining the relationship between early language experience (more specifically, less and more optimal ends of the language-experience continuum) and language learning outcomes. One piece of evidence offered is that phonological memory skills are enhanced by bilingualism, with bilingualism representing enriched experience. Here, I propose that data from bilingual children may contradict Pierce et al.’s central hypothesis, rather than support it.

scholarly journals Correlations Between the Attitudes about Learning of After-School Club Students during School and the Teaching Quality of Elementary School Teachers

2020 ◽  
Vol 9 (7) ◽  
pp. 125
Author(s):  
Shih-Hsien Tseng ◽  
Huang-Yi Kang ◽  
Tien Son Nguyen ◽  
Meng-Yun Liu
Keyword(s):  
Elementary School Teachers ◽  
Teaching Quality ◽  
Point Of View ◽  
After School ◽  
Environment Interaction ◽  
Self Regulated Learning ◽  
Related Data ◽  
Learning Interest ◽  
School Club

In this study, we investigated the correlations between the attitudes about learning of elementary students who attended after-school clubs and the teaching quality of their educators during school. Previously, scholars have focused on service quality and satisfaction from the point of view of the parents, while overlooking the attitudes of students and teachers. To investigate the correlation between student enthusiasm and teaching quality, we sent out a questionnaire survey, collected 343 valid responses, and tested the related data via regression analysis. From the teacher’s point of view, this study can be divided into five constructs: learning interest, self-regulated learning, completing homework, interaction with the environment, and preparation for examinations. We also examined the correlations between each construct and teaching quality. We found that learning interest, homework assignments, environment interaction, and preparation for examinations had a positive correlation with the teaching quality of the elementary level teachers. Lastly, based on our findings, we made recommendations on how to improve teaching quality and leaning in the classroom.

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