Promoting Multilingual Students’ Disciplinary and Language Learning Through the WIDA Framework for Equitable Instruction

2021 ◽  
pp. 0013189X2110245
Author(s):  
Daniella Molle ◽  
Jennifer Wilfrid
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Professional Learning ◽  
Content Area ◽  
Guidance Document ◽  
Multilingual Students ◽  
Future Design ◽  
Systematic Exploration ◽  
Equitable Instruction ◽  
Theoretical Foundations

This article explores the development of a guidance document titled the “Framework for Equitable Instruction” (Framework), which aims to support multilingual students’ content-area learning and language development. The Framework was developed by WIDA, a national consortium of states, as part of its system of language standards, assessments, and professional learning. The article discusses the Framework using a protocol originally created for the alignment of content-area and language standards. The protocol highlights the rigorous theoretical foundations of the Framework, the research-based rationale behind its conceptualization of language trajectories, and the tight linkages between the Framework, content-area standards, and classroom instruction. The systematic exploration of the Framework’s features in this article can inform the future design of language standards and related documents and serve as a foundation for the constructive critique of existing ones.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française

2021 ◽  
pp. e20200116
Author(s):  
Josée Le Bouthillier ◽  
Renée Bourgoin ◽  
Joseph Dicks
Keyword(s):  
Language Learning ◽  
Professional Learning ◽  
Oral Language ◽  
Literacy Skills ◽  
Pedagogical Practices ◽  
Independent Learning ◽  
French Immersion ◽  
Oral Production ◽  
Learning Tasks ◽  
Language Literacy

This qualitative exploratory study examined the language/literacy tasks performed by elementary students from six elementary French Immersion (FI) classrooms. Various literacy tasks were performed as students rotated through different literacy centres/stations which had been pre-planned by their teachers. Specifically, researchers investigated students’ oral production and opportunities for extended oral output when working at independent learning centres/stations in order to identify key principles for creating literacy-enhancing tasks suitable for developing language literacy skills within second language (L2) contexts. Data were collected through classroom observations ( n = 23) to identify the types of literacy/language tasks proposed to L2 students, the nature of communicative functions, the targeted learning outcomes, and principles of effective L2 learning tasks. Results demonstrate the importance of adapting pedagogical practices, such as literacy centres/stations, borrowed from the first language teaching contexts to maximize L2 literacy/language learning and meet the specific needs of FI students. Results also highlighted the importance of ongoing professional learning opportunities for FI teachers specific to their L2 teaching contexts. Researchers propose principles for creating literacy/language tasks that promote oral language learning in FI contexts.

What we have to explain in foreign language learning

1996 ◽  
Vol 19 (4) ◽  
pp. 718-718 ◽  
Author(s):  
Robert Bley-Vroman
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Theory ◽  
Foreign Language Learning ◽  
Fundamental Difference ◽  
Human Cognition ◽  
Development Theory

AbstractWhile child language development theory must explain invariant “success,” foreign language learning theory must explain variation and lack of success. The fundamental difference hypothesis (FDH) outlines such a theory. Epstein et al. ignore the explanatory burden, mischaracterize the FDH, and underestimate the resources of human cognition. The field of second language acquisition is not divided into camps by views on “access” to UG.

scholarly journals Errors in Second/Foreign Language Learning and Their Interpretations

2017 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Julia Falla Wood
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Mother Tongue ◽  
Meta Analysis ◽  
Cognitive Strategies ◽  
Reliability And Validity ◽  
Foreign Language Learning ◽  
Theoretical Foundations ◽  
Possible Cause

The aim of this article is to try to understand why the results of studies on errors in second language learning undertaken for several decades are diverse or even divergent. Some of these studies state that the mother tongue (L1) plays an important role in the learning process not only at the beginning, but also at higher levels of competency while others deny the influence of the mother tongue. The results of 60 studies on errors over a period of 40 years were contrasted to find out if a link existed between the theoretical foundations, and the interpretation of data, and conclusions of those studies. The results of the meta-analysis of studies whose theoretical foundations were related to operational cognitive strategies showed a continuum from partial to an important role of L1, and those related to order of acquisition, universal sequences showed a non-influence of L1. Another possible cause for this discrepancy was found in the method used to classify the errors. Finally, a possible cause could have been the methodological difficulties concerning the reliability and validity of the data. Only one third of the studies applied the control of bias and the triangulation of data.

scholarly journals Promoting Student Voice and Choice: Examples from a Secondary EL Classroom Project

2019 ◽  
Vol 16 (1) ◽  
pp. 1-33
Author(s):  
Emily Suh ◽  
Lisa Hoffman ◽  
Donna L. Albrecht ◽  
Scott Wade
Keyword(s):  
Language Learning ◽  
Instructional Strategies ◽  
Curriculum Design ◽  
English Learners ◽  
English Language ◽  
Gifted Students ◽  
High Ability ◽  
Secondary English ◽  
Multilingual Students ◽  
High School Class

A creative reflection project was designed and implemented for English learners in a newcomer high school class using instructional strategies which are often reserved for classes with gifted students. The researchers designed the project around two principles which are also hallmarks of high ability curriculum design: 1) an assumption that emerging multilingual students have high abilities and unrecognized talents, and 2) a commitment to students using their own agency to show their learning. We consider connections between instructional strategies used by English language learning specialists and high ability education specialists. The resulting asset-based project was aligned with the WIDA framework to support differentiation and assessment. This article discusses the successes and struggles that came from implementing this project with secondary English learners. We also share the materials created for this unit as well as considerations for other educators who might consider adapting or implementing a similar project.

scholarly journals Finding the key to successful L2 learning in groups and individuals

2017 ◽  
Vol 7 (1) ◽  
pp. 127-148 ◽  
Author(s):  
Wander Lowie ◽  
Marijn Van Dijk ◽  
Huiping Chan ◽  
Marjolijn Verspoor
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Development ◽  
Language Learning ◽  
Second Language Learning ◽  
Large Body ◽  
Individual Characteristics ◽  
Learner Characteristics ◽  
Complex Dynamic ◽  
Over Time

A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.

scholarly journals أثر البيئة في تعلم اللغة

2019 ◽  
Vol 9 (1) ◽  
pp. 110-128
Author(s):  
Ana Achoita
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Language Skills ◽  
Great Influence ◽  
Language Game ◽  
External Factors ◽  
First Time

Language is a means of communicating a person with others. In language learning, especially arabic the environment has a great influence where language skills for the first time through hearing. Environment is one of the influential external factors in language development. Because the environment is a condition where one can practice language activity, for example conversation, speech, race, and language game.

scholarly journals Language teacher professional education:

2021 ◽  
Vol 9 (4) ◽  
pp. 304-317
Author(s):  
Kátia Muck ◽  
Denise Cristina Kluge
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Teacher Development ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Professional Education ◽  
Sociocultural Perspective ◽  
Language Teacher ◽  
Use Of Technology ◽  
Teacher Professional

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

Sign in / Sign up

Export Citation Format

Share Document