scholarly journals Autonomy Building Through Peer Tutoring: Second Language Students Engage in Literacy Learning

2007 ◽  
Vol 1 (1) ◽  
pp. 151-174
Author(s):  
Joanne Kingsley
Keyword(s):  
Second Language ◽  
Critical Pedagogy ◽  
Language Learners ◽  
Peer Tutoring ◽  
Second Language Learners ◽  
Classroom Teacher ◽  
Literacy Learning ◽  
Reading Program ◽  
Literacy Skills ◽  
Learning Challenges

Research indicates that direct instruction of literacy skills benefits all learners, especially second language learners and students with learning challenges; however, students become disengaged when skills are taught through repetitive drill and skill practice in isolation from meaningful contexts. This article examines the critical pedagogy of an elementary classroom teacher as she engaged students in a peer tutoring reading program that developed learners’ autonomy and self-esteem.

scholarly journals THE PRACTICAL IMPLEMENTATION OF AN EFFECTIVE DIGITAL READING PROGRAM TO ENHANCE LITERACY SKILLS WITH RESPECT TO SECOND-LANGUAGE LEARNERS DURING COVID-19 PANDEMIC.

2021 ◽  
Vol 9 (2) ◽  
pp. 876-884
Author(s):  
D. HETHESIA, Et. al.
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Reading Program ◽  
Literacy Skills ◽  
Practical Implementation ◽  
Digital Tool ◽  
Digital Assessment ◽  
Tools And Techniques ◽  
The Impact

The age of digitalization empowers the whole world with distinct digital tools and techniques which paves way for the paradigm shift in the process of teaching as well as learning. As it has been broadened, the paper assignment has been transferred into digital and conventional becomes contextual. In order to reflect such changes in the system of education, a study was taken up to report using ICT digital tool ‘readworks.org’ for digital assessment on the account of observing the impact of reading skills and encourage them to be imbibed on the level of comprehension. The blended learning is encouraged in college grades as students centered learning is being totally indulged in both off line and online class mode. This acknowledged change in the context of education motivates language instructors to show learners on examining information by comprehending` the context and responding towards it. This work shows an experimental study which was done by 110 second language learners from two different branches of engineering college. The study consists of fifty-four students from the department of Electrical and communication Engineering and fifty-six from the department EEE. During this pandemic this reading based activity provided effective results and invigorates both language instructor and learners to be viably participated on this successful usage of the digital tool readworks.org in the fast and compelling enhancement of comprehension skills.

scholarly journals The Effects of Leveled Reading on Second Language Learners

2021 ◽  
Vol 7 (4) ◽  
pp. 1281-1299
Author(s):  
Aisha Alowais
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Language Learners ◽  
United Arab Emirates ◽  
Reading Fluency ◽  
Second Language Learners ◽  
Reading Program ◽  
Mixed Method Research ◽  
Positive Effects ◽  
The Impact

This study examines the significance of using leveled texts in the improvement of second language learners’ word recognition skills, accuracy and fluency. For this purpose, the research explores students’ readings levels, word identification and decoding skills, reading accuracy and reading fluency before and after the leveled reading program. In addition, the study investigates the English teachers’ perspectives about leveled reading and their outlook on parental. Lastly, the article explores parents’ views towards the impact of parental involvement towards child’s development.  The research followed a mixed method research design, combining quantitative and qualitative data. The study was conducted in four elementary private schools in Sharjah, United Arab Emirates. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments displayed a rise in fluency rate and fluency scores. Implications from this study indicate the positive effects of readings at the frustration level. Therefore, it is encouraged to explore further the impact of providing challenging reading materials.

Bridging the L1-L2 Divide

2020 ◽  
pp. 309-325
Author(s):  
Bridget M. Morgan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Intermediate Level ◽  
Heritage Learners ◽  
Learning Challenges ◽  
Learner Centered ◽  
Writing Course ◽  
The University

This chapter engages the reality of the university classroom that includes Heritage-Learners (HL) and second-language learners (L2) of Spanish. Rather than furthering the “what if” considerations of the idealized heritage learner in a quasi-homogenous group and specialized course track, the author focuses on the very pressing question of ways in which HL and L2 populations face similar learning challenges in an intermediate-level Spanish writing course. Drawing on research about learner-centered and HL and L2 language-learning pedagogies, the author discusses how implementation of progressive assignment design and targeted learning skills development supported L2 students and transitional bilinguals in the mixed classroom. Finally, the limits of this mixed classroom model for HL and L2 learners are discussed.

An investigation into the early literacy skills of English second language learners in South Africa

2020 ◽  
Vol 45 (2) ◽  
pp. 142-154
Author(s):  
Aileen Manten ◽  
Mia le Roux ◽  
Salomé Geertsema ◽  
Marien Graham
Keyword(s):  
South Africa ◽  
Second Language ◽  
Early Literacy ◽  
Language Learners ◽  
Second Language Learners ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
English Second Language ◽  
Literacy Success ◽  
The Impact

This study employs the Comprehensive Emergent Literacy Model (CELM) theoretical framework, as it refers to the impact of context on learning early literacy skills. It is relevant to this study as the participants were English second language learners from cultures, communities, and demographics different from those of English first language speakers in South Africa. Early literacy skills, specifically phonological awareness (PA), are predictive of later literacy success. Many English second language (EL2) learners are unable to develop language and early literacy skills. Foundational skills such as general PA skills, often need explicit instruction to prepare the learners to learn to read in English. Twenty-one EL2 Grade 1 learners in an English medium private school in South Africa were selected as participants. Early literacy skills were assessed at the beginning of Grade 1. Reading, spelling, and reading comprehension skills were assessed after two terms in Grade 1 to determine if there is a correlation between early and later literacy skills. Results indicated significantly strong positive correlations between early literacy and later literacy skills. These results and previous research suggest that EL2 learners must be exposed to high-quality early literacy skills as early as possible to provide them with a foundation for future literacy success.

Metamorphological Awareness and EFL Students' Memory, Retention, and Retrieval of English Adjectival Lexicons

2002 ◽  
Vol 95 (3) ◽  
pp. 934-944 ◽  
Author(s):  
Lawrence Jun Zhang
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Language Learners ◽  
Second Language Learners ◽  
Present Report ◽  
Literacy Skills ◽  
Target Language ◽  
Metalinguistic Awareness ◽  
Memory Retention ◽  
Efl Students

Research has shown that foreign or second language learners' metalinguistic awareness has important effects on their acquisition of the target language. Important among a multitude of the concerns are problems these learners encounter when they have to process the morphological features of individual words, particularly in the acquisition of literacy skills. Nevertheless, for students who learn English as a foreign of second language for academic purposes, one of the biggest challenges in their advanced study is how they can effectively remember, retain, and retrieve the colossal number of newly learnt English vocabulary, including adjectival lexicons, to enhance their academic success. Results from the present report on the effects of metamorphological awareness of 65 adult Chinese EFL learners' memory, retention, and retrieval of adjectival lexicons show that, although the subjects in the two groups did not differ significantly in their performance on a pretest designed to check their lexical knowledge and no sex difference was observed, statistically significant differences were found between the two groups in both conditions (immediate and delayed retrievals) on a posttest. The experimental group and women predominantly performed better in the memory-retention-retrieval tasks assigned to them. Implications for educational research and practices are also discussed.

Bridging the L1-L2 Divide

2017 ◽  
pp. 270-286
Author(s):  
Bridget M. Morgan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Intermediate Level ◽  
Heritage Learners ◽  
Learning Challenges ◽  
Learner Centered ◽  
Writing Course ◽  
The University

This chapter engages the reality of the university classroom that includes Heritage-Learners (HL) and second-language learners (L2) of Spanish. Rather than furthering the “what if” considerations of the idealized heritage learner in a quasi-homogenous group and specialized course track, the author focuses on the very pressing question of ways in which HL and L2 populations face similar learning challenges in an intermediate-level Spanish writing course. Drawing on research about learner-centered and HL and L2 language-learning pedagogies, the author discusses how implementation of progressive assignment design and targeted learning skills development supported L2 students and transitional bilinguals in the mixed classroom. Finally, the limits of this mixed classroom model for HL and L2 learners are discussed.

A longitudinal ERP study of language effects in beginning second language learners

2010 ◽  
Author(s):  
Katherine J. Midgley ◽  
Laura N. Soskey ◽  
Phillip J. Holcomb ◽  
Jonathan Grainger
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Effects
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