scholarly journals Speaking English With Preschoolers: Using Language to Further Children’s Development

2021 ◽  
Vol 2020 (1) ◽  
pp. 107
Author(s):  
Miriam Black
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
English Language ◽  
First Language ◽  
Learning Activities ◽  
Mental Skills ◽  
Practical Training ◽  
Language Program ◽  
Taking Action ◽  
First Offers

Language is not only a tool for communication, but it is also a framework for mental activity. Increased use of language in specific ways with preschoolers can guide them to develop new mental skills such as planning steps for taking action, imagining the future, and remembering details of past events. This article suggests that adults, even those whose first language is not English, can further the development of preschoolers. To that end, it first offers an overview of the importance of language development and explains how it is holistically integrated into learning activities in preschools. Next, the article details techniques early childhood educators (ECEs) and other adults can use to further children’s mental development and introduces activities incorporating these techniques, when engaging preschoolers in speaking English. Finally, it introduces the author’s classroom experience in the practical training of future ECEs as part of a Japanese university’s English language program. 言語はコミュニケーションの道具だけではなく、精神活動の枠組みでもある。未就学児童に特定の手法で言語使用を増やすことで、行動の手順を計画したり、先のことを想像したり、または過去の出来事の詳細を思い出したり、といった新しい精神スキルの発達へと導いていくことができる。本論文では、英語を第一言語としない成人でも、未就学児童の発達を促進することができることを提示した。その目的を達成するために、まず言語発達の重要性を概観し、幼稚園での学習活動にそれがどのように統合的に組み込まれているのかを説明した。次に、幼児教育者やその他の成人が児童の精神発達を促進するために使えるテクニックと、未就学児童に英語を話すよう仕向けるため、それらのテクニックを取り入れた活動を紹介した。最後に、日本の大学の英語プログラムの一環として、筆者が教室で行った将来の幼児教育者育成のための実践的なトレーニングを紹介する。

scholarly journals Training Foreign Students of Medical University for Medical Practice in Hospitals

2020 ◽  
pp. 72-79
Author(s):  
О.Н. Маслова ◽  
О.В. Алексеева
Keyword(s):  
Foreign Students ◽  
English Language ◽  
Foreign Student ◽  
Russian Language ◽  
Hospital Environment ◽  
Successful Implementation ◽  
Practical Training ◽  
Language Program ◽  
Medical University ◽  
The Russian Language

Скорость и качество овладения русским языком иностранными студентами, обучающимися в медицинских вузах России, во многом зависят от того, имеется ли у этих студентов возможность пройти предварительную языковую подготовку на подготовительном факультете. В условиях ее отсутствия студенты получают образование на языке-посреднике, а русский язык становится факультативной дисциплиной, в результате чего погружение в русскую культуру, понимание правил невербальной коммуникации в русскоязычной среде, равно как и просто уверенное владение русским языком становятся уделом избранных лиц. Вместе с тем каждый иностранный студент должен проходить практику в русских медицинских учреждениях. В связи с этим перед преподавателем русского языка как иностранного встает несколько задач, к числу которых относится не только общеязыковая подготовка иностранных обучающихся к прохождению медицинской практики, но и речевая, культурологическая и психологическая. Успешной реализации поставленных задач может способствовать создание и использование на занятиях специального словаря-разговорника, который позволит студентам заблаговременно познакомиться с правилами поведения в больнице, освоить необходимый для практики лексический минимум, ввести в активный речевой оборот ряд фраз, актуальных в повседневном общении медперсонала с больными. В статье раскрывается и объясняется структура словаря, обозначены его задачи и целевая аудитория. The speed and the quality of mastering the Russian language by foreign students studying at medical universities in Russia largely depend on whether these students have the opportunity to take a preliminary year-long Russian language course at the preparatory division. If the students receive education in the English language, the Russian language program is reduced to an optional course, not sufficient to ensure understanding of Russian culture and rules of non-verbal communication in a Russian-speaking environment. However, every foreign student must undergo practical training in Russian medical institutions. In this case the Russian language teacher faces an almost insurmountable task of equipping students with the skills of communicating with Russian patients and colleagues and with sufficient cultural and psychological awareness for adequate verbal and non-verbal behavior in a hospital environment. The successful implementation of these tasks can be facilitated by developing and using a special vocabulary-phrase book at the lessons of the Russian language. This manual will allow students to get acquainted with the rules of behavior in the hospital in advance, master the lexical minimum necessary for practice and introduce a number of phrases that are relevant in everyday communication of medical staff with patients. The article reveals and explains the structure of the manual, identifies its objectives and target audience.

Research and Reflective Practice in the Pre-Literate ESL Classroom

2020 ◽  
pp. 243-271
Author(s):  
Vineetha Hewagodage
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Adult Students ◽  
English Language ◽  
First Language ◽  
Literacy Skills ◽  
Structured Interviews ◽  
Language Program ◽  
English Only ◽  
Low Educated

This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.

scholarly journals Game ‘I Know My Body’ Application to Encourage English Learning Process in Kindergarten

2017 ◽  
Vol 9 (2) ◽  
pp. 124
Author(s):  
Nur Lailatul Aqromi ◽  
Dwija Wisnu Brata ◽  
Achmad Nurchoelis
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Language Development ◽  
Learning Process ◽  
English Language ◽  
Mother Tongue ◽  
English Language Development ◽  
English Learning ◽  
Young Learner ◽  
Kindergarten Curriculum

Learning in early childhood requires special understanding due to the character of children who are easily bored; particularly in case of English learning process that is not their mother tongue. One of children’s character is that they love all forms of games, so the game could be considered as one way to attract the their curiousity. Thus, game can be used as a medium for young learner especially in kindergarten to learn English. This paper provides an elaboration how to use a game to improve English learning process for young learner. The method of this study used Classroom Action Research. The game is Java-based and the content of the game is based on kindergarten curriculum that contains of some important basic aspects covered by English Language development aspect for kindergarten. To sum up, through game, the students of kindergarten feel fun and challenging to fulfill the the game, and in other side unconsciously they have learned English as well.

scholarly journals The perceptions of five urban early childhood educators on the needs of young English language learners in child care centres : best practices in the field

2021 ◽  
Author(s):  
Olayinka Fakunle
Keyword(s):  
Early Childhood ◽  
English Language Learners ◽  
Best Practices ◽  
Language Learning ◽  
School Readiness ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
Early Childhood Educators ◽  
Language Retention

This study investigated the perceptions of Early Childhood Educators on the needs of English language learners in childcare centres in Toronto, Canada. A modified grounded theory methodology was utilized in the study. Interviews were held with 5 Early Childhood Educators; these interviews were transcribed and coded. 5 themes arose from this qualitative analysis: sensitivity, communication, school readiness, home language retention and socialization. Results indicate that ECEs perceived that English language learners thrive in a caring environment with staff that will guide and support them in language learning, and where the use of their first language is encouraged and used to build the skills in the second language. Recommendations include ensuring the presence of staff that have a first language match with the English language learners, and can speak the same language with the children.

Using Parent and Teacher Voices in the Creation of a Western-Based Early Childhood English-Language Program in China

2014 ◽  
Vol 29 (1) ◽  
pp. 73-89 ◽  
Author(s):  
Priya M. Shimpi ◽  
Jae H. Paik ◽  
Todd Wanerman ◽  
Rebecca Johnson ◽  
Hui Li ◽  
...  
Keyword(s):  
Early Childhood ◽  
English Language ◽  
Language Program ◽  
The Creation

scholarly journals The perceptions of five urban early childhood educators on the needs of young English language learners in child care centres : best practices in the field

2021 ◽  
Author(s):  
Olayinka Fakunle
Keyword(s):  
Early Childhood ◽  
English Language Learners ◽  
Best Practices ◽  
Language Learning ◽  
School Readiness ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
Early Childhood Educators ◽  
Language Retention

This study investigated the perceptions of Early Childhood Educators on the needs of English language learners in childcare centres in Toronto, Canada. A modified grounded theory methodology was utilized in the study. Interviews were held with 5 Early Childhood Educators; these interviews were transcribed and coded. 5 themes arose from this qualitative analysis: sensitivity, communication, school readiness, home language retention and socialization. Results indicate that ECEs perceived that English language learners thrive in a caring environment with staff that will guide and support them in language learning, and where the use of their first language is encouraged and used to build the skills in the second language. Recommendations include ensuring the presence of staff that have a first language match with the English language learners, and can speak the same language with the children.

scholarly journals Defining English Medium Instruction: Striving for comparative equivalence

2021 ◽  
pp. 1-12
Author(s):  
Heath Rose ◽  
Ernesto Macaro ◽  
Kari Sahan ◽  
Ikuya Aizawa ◽  
Sihan Zhou ◽  
...  
Keyword(s):  
Language Development ◽  
English Language ◽  
Driving Forces ◽  
First Language ◽  
English Language Development ◽  
Pedagogical Approach ◽  
Multilingual Students ◽  
Medium Education ◽  
English Medium Instruction ◽  
University Settings

English Medium Instruction (EMI) has been defined as ‘the use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions where the first language (L1) of the majority of the population is not English’ (Macaro, 2018, p. 19). This definition has proved to be controversial but has underpinned the work of our research group, from whose collective perspective this article is written. Debates have centred on the role that English language development plays in EMI contexts, and whether this current definitional scope is too narrow in its exclusion of English medium educational practices in Anglophone settings. Pecorari and Malmström (2018), for example, observe that some members of the EMI research community interpret EMI more broadly to include ‘contexts in which English is a dominant language and in which English language development is supported and actively worked for’ (p. 507). Similarly, Baker and Hüttner (2016, p. 502) state that excluding Anglophone contexts from EMI is ‘unhelpful’ by failing to include the experiences of multilingual students in Anglophone universities who learn through their second language (L2). A focus on multilingualism is also one of the driving forces behind the emergence of new terminology that seeks to shift focus towards the contexts of education, rather than instruction and pedagogy. Dafouz and Smit (2016), for example, prefer the term English-Medium Education in Multilingual University Settings (EMEMUS), because the ‘label is semantically wider, as it does not specify any particular pedagogical approach or research agenda’ (p. 399).

scholarly journals The Semantic Field Theoretical Approach in the teaching of English and its Grammatical Implication to Second Language Development

2021 ◽  
Vol 3 (3) ◽  
pp. 01-06
Author(s):  
Benard Angatia Mudogo
Keyword(s):  
Second Language ◽  
Language Development ◽  
English Language ◽  
First Language ◽  
Semantic Field ◽  
Teaching English ◽  
Second Language Development ◽  
Languages In Contact ◽  
L2 Development ◽  
Data Content

The Semantic Field Theory (SFT) has been widely used in teaching English as a second Language to preschool children in Kenya.  In the SFT approach, the grammars of two or more languages are in contact. The grammar of languages involved in the SFT approach may be similar or different. However, studies have indicated that where the grammar of two languages in contact differ, syntactic mismatches are likely to result. It was against this background that the investigation was undertaken to establish the potential syntactic mismatches between English and Lukabarasi when using the SMT approach and the possible grammatical implications to English language development lessons. Contrastive Analysis (CA) by Lado (1967) was used in the comparison of the structures of Lukabarasi and English in order to identify syntactic similarities and differences in The First Language (L1) and The Second Language (L2). A sample of 10 key informants teaching English as a second language in rural pre-schools were purposively sampled to help collect the songs. Two songs were purposively sampled for collecting the relevant data. Content analysis guided the data analysis to identify the parts of the songs that were relevant to the achievement of the research objective. The findings indicated that teachers used Lukabarasi songs during English development lessons to enhance vocabulary acquisition using the SFT approach. Further, rules of the two languages were not observed and finally, there were syntactic mismatches during the teaching of English lessons. The findings revealed that extensive use the SMT approach and failure to follow rules of languages during L2 lessons may affect second language development. The findings recommend use of SFT approach when necessary in teaching English and adherence to rules of the two languages during English lessons to reduce negative transfer and to enhance L2 development.

Progressions of a New Language: Characterizing Explanation Development for Assessment With Young Language Learners

2017 ◽  
Vol 37 ◽  
pp. 241-263 ◽  
Author(s):  
Alison L. Bailey
Keyword(s):  
Language Development ◽  
General Education ◽  
Language Learning ◽  
Language Learners ◽  
Oral Language ◽  
English Language ◽  
First Language ◽  
General Education Teachers ◽  
Grade 5 ◽  
Teachers And Students

ABSTRACTFew studies have detailed the emergence and growth of the oral language and discourse characteristics of school-age students at different grades and across time (Bailey, 2010; Hoff, 2013). Yet general education teachers and English language specialists need well-articulated, preferably empirically derived progressions of language learning to support their students’ oral language development, particularly with those students who are acquiring English as a new or second language. Explanation skills, which encompass the development of many different language and discourse features, were the focus of this study. The language learners whose elicited oral explanations were used to characterize the order of emergence of features were in kindergarten and third grade (5–6 and 8–9 years old). These students were acquiring English in school with predominantly Spanish as their first language. Development of explanations by a cohort of English monolingual or proficient students provides grade-specific comparison language trajectories. The results are placed within the context of a formative assessment framework in order to assist teachers and students in placing explanations at different phases of sophistication on the progressions. This facilitates charting development and identifying with greater specificity which language and discourse features might be effective targets of contingent instruction to promote students’ oral explanation abilities.

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