scholarly journals Conclusion: Perspectives on Language, Literacy, and Deafness

2019 ◽  
Vol 9 (4) ◽  
pp. 286
Author(s):  
Peter V. Paul ◽  
Faisl Alqraini
Keyword(s):  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Second Language Learners ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Decoding Skills ◽  
Literacy Learners ◽  
English Literacy

As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.

scholarly journals Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities

2019 ◽  
Vol 55 (1) ◽  
pp. 23-31
Author(s):  
Kelly J. Williams ◽  
Leticia R. Martinez
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Language Proficiency ◽  
English Language ◽  
Word Reading ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Adolescent Students ◽  
Secondary Grades ◽  
Learning English

Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these challenges, this article provides research-based practices to improve the language and literacy skills of these students through explicit instruction on word reading and academic vocabulary.

scholarly journals The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners

2019 ◽  
Vol 62 (6) ◽  
pp. 1755-1774
Author(s):  
Language and Reading Research Conso ◽  
Carol Mesa ◽  
Gloria Yeomans-Maldonado
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Structural Equation ◽  
Word Reading ◽  
First Grade ◽  
English Word ◽  
Literacy Skills ◽  
Equation Modeling ◽  
Language And Literacy

Purpose The purpose of the current study was to examine the role that the 1st language, Spanish, at prekindergarten (pre-K) plays in predicting 2nd language (L2), English, word reading in 1st grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method As part of a longitudinal study of predictors and models of reading comprehension from pre-K to 3rd grade, 248 children attending preschool programs completed Spanish and English measures in the spring of each academic year. In this article, we report the results of English and Spanish measures of oral language and literacy skills that were administered in pre-K and 4 measures of English word reading that were administered in 1st grade. Results Results from structural equation modeling indicated that Spanish oral language made significant direct and indirect contributions to English oral language and word reading. Further, results supported previous evidence indicating that L2 letter knowledge and L2 oral language proficiency are the strongest predictors of L2 word reading in 1st grade. Discussion Similar to findings with monolingual English-speaking children, results support findings that, in the early stages of reading development, oral language in both 1st language and L2 make a significant and independent contribution to word reading. This study has important implications for the support of oral language skills in Latino preschool children.

The Importance of Morphological Awareness in Bilingual Language and Literacy Skills: Clinical Implications for Speech-Language Pathologists

2020 ◽  
Vol 51 (3) ◽  
pp. 572-588 ◽  
Author(s):  
Keisey Fumero ◽  
Sana Tibi
Keyword(s):  
English Learners ◽  
Reading Development ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Orthographic Knowledge ◽  
Clinical Implications ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Morphological Instruction

Purpose This clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness, orthographic knowledge, and rapid automatic naming to name a few. While MA aids in the development of decoding fluency, vocabulary development, and reading comprehension, explicit morphological instruction does not occur regularly in reading intervention. For English learners (ELs), instruction should focus on improving MA, semantic awareness, and orthographic processing, which in turn would exert a positive influence on reading accuracy, fluency, and comprehension. This clinical focus article aims to provide speech-language pathologists with applicable tasks to measure MA and strategies to guide explicit morphological instruction. Method The role of MA in reading development will be described with regard to its importance beyond other predictors and the role it plays in theoretical models of reading development. Then, MA will be described across orthographies, with a focus on cross-linguistic influences. Finally, measurement tasks will be described, and clinical implications will be discussed in terms of using different strategies and tools to explicitly address MA. Conclusion Clinical implications of morphological instruction should be further explored and incorporated in current practices. With regard to ELs, it is important that we provide effective and specific instruction to better bridge the academic achievement gaps and increase overall language and literacy skills. Morphological instruction should be explicit and provided in conjunction with other domains of language. Equally important is leveraging families of ELs to promote their children's oral language and literacy in their first language.

“Breaking the word” and “sticking with the picture”

2016 ◽  
Vol 15 (1) ◽  
pp. 91-104 ◽  
Author(s):  
Jie Y. Park
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Graphic Novels ◽  
Immigrant Youth ◽  
Language And Literacy ◽  
Afterschool Program ◽  
Content Type

Purpose This paper aims to illustrate how first-generation immigrant youth who are English language learners respond to graphic novels and what literacies they acquire from reading and discussing graphic texts. Design/methodology/approach This paper is based on qualitative discourse data collected from an afterschool program with five high-school-aged English-language learners and their teacher. The afterschool program is centered on reading and discussing graphic novels. Findings Transcript analysis showed that the girls, even while working to “break” the written code, were engaged in critical analysis. In other words, English learners’ struggles to decode the words did not hinder them in assuming the role of a text analyst, and in questioning the creator’s message, purposes and worldviews. Research limitations/implications This paper, which draws on an approach wherein the researcher pays close attention to immigrant youth as language users and meaning makers, can inform the methodologies of literacy and language researchers. Practical implications The paper can also inform the work of educators who are interested in pedagogical supports – texts and practices – that promote powerful language and literacy. Originality/value This paper is timely, given not only the challenges and possibilities associated with educating recent-arrival immigrant youth and English-language learners, but also the growing interest by language and literacy educators in the role of multimodal texts for developing multiple and critical literacies of all students.

scholarly journals Language and literacy skills of home and international university students: How different are they, and does it matter?

2018 ◽  
Vol 22 (2) ◽  
pp. 349-365 ◽  
Author(s):  
DANIJELA TRENKIC ◽  
MEESHA WARMINGTON
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Academic Outcomes ◽  
Literacy Skills ◽  
Group Differences ◽  
Language And Literacy ◽  
Significant Group ◽  
Entry Requirements ◽  
International University

Although international students experience lower attainment at university than home students (Morrison et al., 2005), reasons are poorly understood. Some question the role of language proficiency as international students come with required language qualifications. This study investigated language and literacy of international students who successfully met language entry requirements and those of home students, matched on non-verbal cognition, studying in their native language. In a sample of 63 Chinese and 64 British students at a UK university, large and significant group differences were found at entry and eight months later. Furthermore, language and literacy indicators explained 51% of variance in the Chinese group's grades, without predicting the home students’ achievement. Thus language proficiency appears predictive of academic outcomes only before a certain threshold is reached, and this threshold does not correspond to the minimum language entry requirements. This highlights a systematic disadvantage with which many international students pursue their education.

A study of Importance of English Language Proficiency in Hospitality Industry and the Role of Hospitality Educators in Enhancing the Same Amongst The Students

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Arati Prabhu ◽  
Prachi Wani
Keyword(s):  
Language Proficiency ◽  
Hospitality Industry ◽  
English Language ◽  
English Language Proficiency ◽  
Primary Data ◽  
Hotel Management ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

The study is undertaken to understand the importance of English language skills in the Indian hospitality industry, and the gaps therein. It studies the challenge as it exists in Pune city, and how AISSMS College of Hotel Management & Catering Technology has attempted to address the issue(s). The study aims at gathering primary information by means of questionnaires. It sheds light on the gap between existing and desired standards of English proficiency. It also highlights the attempts by the three important stakeholders in order to address the issue. Though, attempts are made from the industry, teachers and students, it is recognized that joint efforts need to be made to tackle the problem collectively and from all sides. It is an urgent calling for innovative teaching learning practices and encouraging sound develop initiatives and commitment. The primary data is across the cross section of Pune hoteliers, teachers and students of the college. The findings reflect the importance of English as the universal medium of communication, and its importance in rendering quality service and importantly.

The morphing assessment terrain for English learners in US schools

2017 ◽  
Vol 16 (1) ◽  
pp. 110-126
Author(s):  
Mary Hutchinson ◽  
Xenia Hadjioannou
Keyword(s):  
No Child Left Behind ◽  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Proficiency Tests ◽  
Content Type ◽  
State Tests ◽  
The Usa ◽  
Key Policy ◽  
Every Student Succeeds Act

Purpose The purpose of this paper is to provide an overview of the public policy reshaping the assessment terrain for English learners (ELs) across the USA and to consider the implications and impact of these practices on sustaining and supporting a diverse student population in today’s schools. Design/methodology/approach The authors review the literature and publicly available policy documents to trace key policy trends over the past 15 years that have shaped the current educational landscape and assessment practices for ELs in the USA. Findings In the USA, the 2015 Common Core State Standards (CCSSs) assessments generated worrisome results for ELs, as significant numbers had failing scores in English language arts and math. These results are juxtaposed to public policies that impact the educational experience of ELs, including No Child Left Behind and the CCSS, and which, despite their stated intentions to ameliorate the achievement gap, are found to be assimilationist in nature. Indeed, a review of the initiatives of developing common EL standards and English language proficiency tests and the recommendations for EL accommodations in state tests suggests several areas of concern. The recently passed Every Student Succeeds Act focuses on this vulnerable population, but there are concerns that the continued focus on accountability and testing will do little to facilitate academic progress for these students. Practical implications The paper recommends a need to reevaluate the support and testing process for ELs to stem widespread failure and ascertain the sustenance of democratic and diversified schools. Originality/value The study provides an overview of key policy trends, outlines and critiques recent changes in the assessment of ELs and draws implications for practice.

Earnings of Hispanic Men: The Role of English Language Proficiency

1983 ◽  
Vol 1 (2) ◽  
pp. 101-130 ◽  
Author(s):  
Walter McManus ◽  
William Gould ◽  
Finis Welch
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Hispanic Men

scholarly journals “I start learning English through speaking”: Social agency demand and inter-school readiness for Indonesian young English learners

2020 ◽  
Vol 10 (1) ◽  
pp. 218-225
Author(s):  
Sri Setyarini ◽  
Bachrudin Musthafa ◽  
Ahmad Bukhori Muslim
Keyword(s):  
School Readiness ◽  
English Learners ◽  
Primary Schools ◽  
English Language ◽  
National Curriculum ◽  
Critical Factor ◽  
Literacy Skills ◽  
School Level ◽  
Social Agency ◽  
Young Learners

Preserving Indonesian as a national identity and institutional readiness to perform the national curriculum 2013 instruction has become a critical factor in the exclusion of English as a compulsory subject at the elementary school level. This leaves rooms for teachers’ confusion and creativity, leading to various practices at different school clusters, depending on parental demands and school readiness. This study thus tries to cast light on the social agency demand and inter-school readiness for young learners in the Indonesian EFL pedagogical contexts. This instrumental case study portrays the practices of English language teaching at three clusters of Indonesian primary schools; local, national, and independent, as well as responses of parents and students to these practices. Involving 4-6 grade students and English teachers of six primary schools, the data were garnered through classroom observation, interviews, and document analysis. The findings revealed that although teaching English to young learners is somehow communicative and fun, it more emphasises  literacy skills (reading, writing, and grammar), particularly at local schools as the majority cluster across the country. Since English is a non-phonetic language, this literacy-focused practice is rather contradictory to what parents as social agencies expect, that is, to develop their children’s English oral proficiency. The study also offers ways by which teachers and schools can accommodate this social agency’s needs for speaking skills by focusing more on student-centred and oral English proficiency activities and assessment.

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