scholarly journals VirSbud: Key Characteristics, Applications, and its Future

2017 ◽  
Vol 11 (6) ◽  
pp. 158 ◽  
Author(s):  
Radzuwan Ab Rashid ◽  
Saiful Bahri Mohamed ◽  
Mohd Fazry A. Rahman ◽  
Syadiah Nor Wan Shamsuddin
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Learning Materials ◽  
Key Characteristics ◽  
The Common ◽  
Common Problems ◽  
Speaking Skills

Learning a second language is not an easy task. Learners need to have enough support in terms of learning materials in order to be successful in mastering the language. One of the common problems faced by the second language learners is the difficulty to find the learning materials to develop their speaking skills. This is in contrast to the materials for the development of other language skills, such as reading and writing which are easily accessible from bookstores and resource centers. This paper introduces an innovative application named Virtual Speaking Buddy (VirSbud) which is specially designed to help second language learners develop their speaking skills. It is hoped that this application will be a useful resource to improve the standard of speaking skills among English language learners.

Working With English Language Learners in Preschool Settings

2010 ◽  
Vol 17 (1) ◽  
pp. 4-10
Author(s):  
Andrea “Deedee” Moxley
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Typically Developing ◽  
Speech Language Pathologists ◽  
Language Difference ◽  
Preschool Aged Children ◽  
Linguistically Appropriate

Abstract Nearly one out of every five children speaks a language other than English in the home. It is difficult to determine language difference versus disorder. Speech-language pathologists who serve preschool-aged children are being asked to serve typically developing second language learners and work without the assistance of an interpreter/translator. It is important to be familiar with legislation, ASHA policy, and research to provide culturally and linguistically appropriate services.

scholarly journals Problematic Phonemes for Spanish-speakers’ Learners of English

2019 ◽  
pp. 215-238
Author(s):  
Olga Lucía Uribe-Enciso ◽  
Sol Smith Fuentes Hernandez ◽  
Karla Lizeth Vargas Pita ◽  
Anderson Steve Rey Pabón
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Second Language Learners ◽  
Spanish Speakers ◽  
English Pronunciation ◽  
Causes Of Errors

When learning English, learners might face a challenging task in mastering pronunciation due to differences in both languages such as sound-to-letter correspondence, size of phoneme inventory, allophonic realization of sounds, place and manner of articulation, among others. Therefore, the purpose of this paper is to review both theoretical and research reports on the most problematic sounds for Spanish-speakers English language learners. Approaches to second language learners’ errors like Contrastive Analysis and Error Analysis although being criticized have contributed to identifying likely causes of errors and dealing with them whether anticipating them or providing appropriate feedback on them. Besides, first language interference and age of second language acquisition have been found as complicating factors in the English pronunciation learning process. Finally, some classroom activities have been reported as successful for facilitating English pronunciation in Spanish native speakers.

Measuring second language proficiency with EEG synchronization: how functional cortical networks and hemispheric involvement differ as a function of proficiency level in second language speakers

2009 ◽  
Vol 25 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Susanne Reiterer ◽  
Ernesto Pereda ◽  
Joydeep Bhattacharya
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
English Language ◽  
Second Language Learners ◽  
Right Hemisphere ◽  
Brain Activation ◽  
Frequency Range ◽  
Second Language Processing ◽  
Language Students

This article examines the question of whether university-based high-level foreign language and linguistic training can influence brain activation and whether different L2 proficiency groups have different brain activation in terms of lateralization and hemispheric involvement. The traditional and prevailing theory of hemispheric involvement in bilingual language processing states that bilingual and second language processing is always at least in some form connected to the right hemisphere (RH), when compared to monolingual first language processing, the classical left-hemispheric language-processing domain. A widely held specification of this traditional theory claims that especially bilinguals or second language learners in their initial phases and/or bilinguals with poor fluency and less experience rely more on RH areas when processing their L2. We investigated this neurolinguistic hypothesis with differently proficient Austrian learners of English as a second language. Two groups of L2 speakers (all Austrian German native speakers), differing in their L2 (English) language performance, were recorded on electroencephalography (EEG) during the processing of spoken English language. A short comprehension interview followed each task. The `high proficiency group' consisted of English language students who were about to complete their master's degree for English language and linguistics, while the `low proficiency group' was composed of non-language students who had only school level performance and less training in English. The age of onset of L2 learning was kept constant: 9 years for both groups. To look for cooperative network activity in the brain, EEG coherence and synchronization measures were analysed for a high EEG frequency range (gamma band). Results showed the most significant group differences in synchronization patterns within the lower gamma frequency range, with more RH involvement (extensive right-hemisphere networks) for the low proficiency group, especially when processing their L2. The results can be interpreted in favour of RH theories of second language processing since, once again, we found evidence of more RH involvement in (late) second language learners with less experience and less training in the L2. The study shows that second language training (and resulting proficiency) and/or differences in ability or state of linguistic alertness can be made visible by brain imaging using newly developed EEG-synchronization techniques as a measure.

Self-identified Linguistic Microaggressions among Monolingual Pre-service Teachers: Why They Matter for English Language Learners

2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Jenna Shim
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Racial Microaggressions ◽  
Analytical Tool ◽  
Pedagogical Practices ◽  
Subordinate Group ◽  
Group Members ◽  
The Common ◽  
Everyday Context

AbstractUsing the concept of racial microaggressions as an analytical tool, this study reports on white monolingual pre-service teachers’ self-identified linguistic microaggressions by exploring their attitudinal and affective responses to those who speak languages other than English. The assumption is that teachers’ pedagogical practices and their relationship with students are not contained within classrooms but are rather intertwined with their lives outside the classroom and their thinking in everyday context. The themes identified by analyzing the self-identified linguistic microaggressions of the participating pre-service teachers are (1) Self-consciousness/discomfort, worry, fear, anxiety, and frustration; (2) Judgments: (un)intelligence, (dis)likability, and (un)trustworthiness; (3) (In)appropriateness and English dominance; and (4) Stereotypes. This study also reports the findings pertaining to the participants’ reflections on the factors that contribute to difficulties they face when attempting to engage in self-identifying linguistic microaggressions. The common challenges among these monolingual pre-service teachers are: (1) Identification and commitment are not enough; (2) Am I a bad person? and (3) Unconscious dispositions. The significance of this study stems from its exploration of the white pre-service teachers’ self-identification of microaggressions as opposed to those identified by the victims of microaggressions. By using the concept of microaggressions as the main analytical tool, the study reveals that the dominant members who are microaggressive toward language subordinate group members must understand, recognize, and acknowledge their microaggressions if they are to more productively support English language learners (ELLs) succeed socially and academically. The study offers implications for educators working with ELLs as well as for the field of teacher education.

scholarly journals Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

2019 ◽  
Vol 28 (2) ◽  
pp. 82-95
Author(s):  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Novice Teachers ◽  
Language Learners ◽  
English Language ◽  
Target Language ◽  
Bachelor Of Education ◽  
Longitudinal View ◽  
Core French ◽  
Teachers Perspectives

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages.  With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. 

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

2018 ◽  
pp. 41-57 ◽  
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Identity Formation ◽  
Language Learners ◽  
English Language ◽  
Critical Issue ◽  
The United States ◽  
Bilingual Students ◽  
Policy And Practice ◽  
Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

scholarly journals Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

2016 ◽  
Vol 18 (3) ◽  
pp. 22 ◽  
Author(s):  
Emily Ferlis ◽  
Yaoying Xu
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Specific Learning Disabilities ◽  
Esl Teachers ◽  
Latino English Language Learners ◽  
Latino Ells ◽  
Specific Learning

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi’s (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based interventions and progress-monitoring in the prereferral process with Latino ELLs. Data analysis also indicated negative participant perceptions of parental and school-level influence on the identification process.  Key concerns about the identification of Latino ELLs with specific learning disabilities (SLD) are presented, raising questions about current practices in school districts with small ELL populations.

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