Second Language Education in the Early Years:Implications on Literacy Learning

First Language ◽

Language Education ◽

Literacy Learning ◽

Language Abilities ◽

French Speaking ◽

Intellectual Skills

Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interdependent” (2001: 18) for additive bilingual subjects, who have a high proficiency in both of their languages. As these researchers worked mostly on balanced bilingualism in children, we are wondering if these advantages could also be seen on monolingual children who learn a second language at school in the pre-literacy years. If this was the case, how would the second-language learning influence and help develop first-language abilities and literacy? Would it be possible to easily develop a method for children in all types of schools, without the g generally high costs (financial and human) of a bilingual education? The aim of this presentation is to explore how this could be effective and if it is, how we could apply this easily in any setting. It uses a c ase-study currently taking place in Paris, France, following 38 French-speaking children during two years from age 5 to age 7.

The meaning(s) of practice: Puzzling through performative language practice with refugee learners

Applied Theatre Research ◽

10.1386/atr_00040_1 ◽

2020 ◽

Vol 8 (2) ◽

pp. 227-244 ◽

Cited By ~ 1

Author(s):

Erika Piazzoli ◽

Elif Kir Cullen

Keyword(s):

Second Language ◽

Language Learning ◽

Asylum Seekers ◽

Qualitative Interviews ◽

Language Education ◽

Language Pedagogy ◽

Performative Language ◽

Refugees And Asylum Seekers

This article features an investigation into the semantics of the term ‘practice’ coexisting in a multidisciplinary research context. The background of the discussion is a government-funded study with refugees and asylum seekers in Ireland, where process drama, music and dance were used to facilitate second language learning – an approach known as performative language pedagogy. The research is framed by exploratory practice, a methodology that considers ‘practice-as-research’ and ‘understanding-for-practice’ in second language education. An investigation of the meaning(s) of the term ‘practice’ was imperative as a semantic gap existed between the use of the term ‘practice’ in exploratory practice (the research methodology underpinning the study) and the concept of ‘practice’ in performative language pedagogy (the teaching approach used in the study). This article presents findings from twelve qualitative interviews with teacher/artists and practitioners that point towards a shared understanding of practice when working with refugees in language education settings.

Social Robots for Language Learning: A Review

Review of Educational Research ◽

10.3102/0034654318821286 ◽

2018 ◽

Vol 89 (2) ◽

pp. 259-295 ◽

Cited By ~ 32

Author(s):

Rianne van den Berghe ◽

Josje Verhagen ◽

Ora Oudgenoeg-Paz ◽

Sanne van der Ven ◽

Paul Leseman

Keyword(s):

Second Language ◽

Language Learning ◽

Reading Skills ◽

Age Groups ◽

Language Education ◽

Social Robots ◽

Future Research ◽

Robot Assisted ◽

Second Language Education

In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current possibilities and limitations of using social robots for first- and second-language learning. Thirty-three studies in which vocabulary, reading skills, speaking skills, grammar, and sign language were taught are discussed. Beside insights into learning gains attained in RALL situations, these studies raise more general issues regarding students’ motivation and robots’ social behavior in learning situations. This review concludes with directions for future research on the use of social robots in language education.

The Role of Teachers in Task-Based Language Education

Annual Review of Applied Linguistics ◽

10.1017/s0267190515000070 ◽

2016 ◽

Vol 36 ◽

pp. 164-181 ◽

Cited By ~ 20

Author(s):

Kris Van den Branden

Keyword(s):

Second Language ◽

Language Learning ◽

Language Education ◽

Research Literature ◽

Teacher As Researcher ◽

Scant Attention ◽

Pedagogical Literature

ABSTRACTBoth in the research literature on tasks and second language learning and in the pedagogical literature on task-based language teaching (TBLT), the role of the teacher has received scant attention. In this article, the role of the teacher in TBLT is approached from three perspectives: (a) the teacher as mediator of the students’ language development, contributing to the effectiveness of TBLT as a pedagogical approach to second language education; (b) the teacher as a key figure in the implementation of TBLT, and thus as a change agent in the innovation of second language education; and (c) the teacher as researcher, and thus as an active contributor to the development and further refinement of TBLT as a researched pedagogy.

Contrastive Analysis Hypothesis and Second Language Learning

Journal of ELT Research ◽

10.22236/jer_vol4issue1pp35-43 ◽

2019 ◽

pp. 35

Author(s):

Ali Akbar Khansir ◽

Farhad Pakdel

Keyword(s):

Second Language ◽

Language Learning ◽

Language Education ◽

Language Teachers ◽

Target Language ◽

Contrastive Analysis ◽

Language Studies ◽

The World

This article aims to provide an overview of some of the issues related to contrastive analysis hypothesis in second language learning. Contrastive hypothesis is one of the branches of applied linguistics which concerns with the study of two systems of languages between first language and target language. Contrastive hypothesis has fairly played an important role in language studies. Thus, in recent years, contrastive analysis has been used in language teaching contexts, syllabus design, and language classrooms by language teachers over the world. Many research works have been done by many language researchers in different aspects of contrastive hypothesis and also error analysis in the world. Language teachers always see contrastive analysis as a pedagogical imperative in target language and they use it as a functional approach in language classroom. However, contrastive hypothesis follows the errors of language learners in second language education.

Taalonderwijs Aan Buitenlandse Kinderen op de Kleuterschool; (Een Stukje) Praktijk en Theorie.

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.2.04app ◽

1977 ◽

Vol 2 ◽

pp. 36-43

Author(s):

René Appel

Keyword(s):

Second Language ◽

Language Learning ◽

Learning Process ◽

Migrant Workers ◽

Hidden Curriculum ◽

Language Education ◽

Language Curriculum ◽

Basic Characteristics

This article discusses some ideas regarding the second-language education at the kindergarten for migrant workers children. The ideas are based on opinions about the nature of the second-language-learning process and on the results of a small experiment on the usage of Dutch by foreign children. It is argued that there are a lot of similarities between the first- and the second-language-learning processes. In the first-language-learning process the parents present the child with a kind of hidden curriculum which facilitates the acquisi-tion of the syntax, semantics and pragmatics of a language. The basic characteristics of this hidden curriculum can also be used for a second-language curriculum for foreign children in the kindergarten.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

Knowledge International Journal ◽

10.35120/kij28072319r ◽

2018 ◽

Vol 28 (7) ◽

pp. 2319-2324

Author(s):

Rina Muka ◽

Irida Hoti

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

English Language ◽

Mother Tongue ◽

First Language ◽

Grammatical Knowledge ◽

Level Of Education ◽

The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

Literacy in a Second Language

Annual Review of Applied Linguistics ◽

10.1017/s0267190500001264 ◽

1989 ◽

Vol 10 ◽

pp. 145-162 ◽

Cited By ~ 2

Author(s):

William Grabe

Keyword(s):

Second Language ◽

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.)

First and Second Language Learning: Same or Different?

Journal of Education ◽

10.1177/002205747615800206 ◽

1976 ◽

Vol 158 (2) ◽

pp. 39-54 ◽

Cited By ~ 3

Author(s):

John Macnamara

Keyword(s):

Second Language ◽

Language Learning ◽

Mother Tongue ◽

First Language ◽

Research Data ◽

Language Teachers ◽

Practical Guidelines ◽

Considerable Body

The thesis of the following paper is that the process of learning a second language, if it produces successful results, is the same as that of learning a first language. The paper reviews various objections that have been raised against this thesis, and it discusses the considerable body of research which explores it. It examines the appropriateness of the research data for throwing light on the validity of the thesis. It concludes with some practical guidelines for language teachers drawn from observations of babies learning their mother tongue.