Mexican Heritage ELL and Native English Speaker Interaction

2019 ◽  
pp. 1147-1177
Author(s):  
Lisa Winstead
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Depth Information ◽  
Language Program ◽  
Dual Language Program ◽  
Language Strategies ◽  
Tandem Learning

This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.

Mexican Heritage ELL and Native English Speaker Interaction

2016 ◽  
pp. 334-364
Author(s):  
Lisa Winstead
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Depth Information ◽  
Language Program ◽  
Dual Language Program ◽  
Language Strategies ◽  
Tandem Learning

This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.

scholarly journals Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future

2015 ◽  
Vol 5 (2) ◽  
pp. 327-345
Author(s):  
Andrew D. Cohen
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Dual Language ◽  
First Language ◽  
Language Program ◽  
Language Programs ◽  
The Past ◽  
Dual Language Program ◽  
Program Language ◽  
Academic Control

This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences.

scholarly journals Dual Language Program Models and English Language Learners: An Analysis of the Literacy Results from a 50/50 and a 90/10 Model in Two California Schools

2019 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Jatnna Acosta ◽  
John Williams III ◽  
Brittany Hunt
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
Program Model ◽  
Language Program ◽  
Language Programs ◽  
Dual Language Program ◽  
California Schools

This paper examines the literacy results of English language learners (ELLs) in two California schools following either the 50/50 or the 90/10 dual language (DL) program model. The purpose of this paper is to provide a literature review of dual language programs with an analysis of two schools’ websites and literacy assessment data in order to determine the effectiveness of each program model in establishing strong foundational literacy skills and fostering the prolonged academic success of ELLs. California provides various options for the bilingual education of its increasing immigrant population. Under the umbrella of bilingual education, dual language programs aim to provide students with instruction in two languages which will allow them to become fully bilingual and develop biliteracy skills. The intended purpose of biliteracy is for students to demonstrate reading and writing proficiency in both instructional languages. Although California implements a variety of dual language program models, this paper provides an overview and comparison of the 50/50 and 90/10 models as they are implemented in two California schools with similar demographics. This paper provides an analysis of the English Language Arts/literacy results of ELLs under both program models as depicted on the California Assessment of Student Performance and Progress to determine which model is most effective in its literacy instruction of language minority students. The findings indicate that ELLs demonstrate higher levels of literacy proficiency under the 90/10 program model. These findings have implications for native language proficiency and the preservation of the mother tongue.

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals GOOD LANGUAGE LEARNERS AND THEIR STRATEGIES: AN INSIGHT

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Kumaresen Mahalingam ◽  
Melor Md. Yunus
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Ability ◽  
Language Learning Strategies

The Malaysian Education Blueprint is aimed to ensure every child is proficient in English Language besides Bahasa Malaysia. Thus the English Language syllabus is geared to mould learners to become successful language learners. However, not all learners are capable of being successful language learners despite years of schooling. Therefore, this study aims to investigate language learning strategies used by good language learners in learning English as their second language. To achieve the aim of the study, a questionnaire was used to collect the quantitative data. 30 pupils with good language ability from a rural primary school in Sabah were selected to participate in this study. The findings of the study indicated that different language learners prefer different learning strategies to improve their second language learning.  The learning strategies also vary based on the language skills they are learning. The findings of the study are hoped to provide significant impact to the pupils, teachers and curriculum planners to integrate language learning strategies in teaching and learning to assist successful language learning.

scholarly journals Language Beliefs among Adult Learners: Individual Differences

2017 ◽  
Vol 10 (1) ◽  
pp. 20
Author(s):  
Aiza Johari
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Learning Beliefs ◽  
Language Learning Beliefs

To develop the quality of language learning and utilise learning opportunities in and out of a classroom, it is vital to understand individual's beliefs in language learning. White (2008) affirmed that an individual’s belief plays a key role in the learning process and language acquisition, especially the beliefs the learners have about themselves, language and language learning, and about the settings in which they contribute as language learners and users. This study identifies the English language learning beliefs of adult learners (between 45-50 years of age) in a local university in Sarawak. Questionnaire was the instrument  to collect the data and the data were analysed using SPSS Version 21. The study showed that these adult learners have various levels of language beliefs. The results obtained can be used to enhance the teaching and learning of English language where language instructors can learn more about their learners and the learners’ language beliefs can further enhance learning process in the classroom.

Learner perceptions and experiences of pride in second language education

2016 ◽  
Vol 39 (3) ◽  
pp. 272-291 ◽  
Author(s):  
Andrew S. Ross ◽  
Elke Stracke
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Positive Emotions ◽  
English Language ◽  
Learning Experience ◽  
Critical Role ◽  
Language Education ◽  
Language Learner

Within applied linguistics, understanding of motivation and cognition has benefitted from substantial attention for decades, but the attention received by language learner emotions has not been comparable until recently when interest in emotions and the role they can play in language learning has increased. Emotions are at the core of human experience, so a greater understanding of their impact on language learners is critical. In particular, the role and impact of positive emotions on learners and their learning experience has been overlooked in favour of a focus on issues of confidence and anxiety. One particular positive emotion that has a meaningful connection with the learning experience is that of pride. Drawing on qualitative interview data from tertiary English language learners in Australian universities, this article singles out pride as a means of confirming the critical role of positive emotions in language learning. The interviews revealed that pride had a significant impact on the experiences of learners. It was also discovered that within the notion of pride there exists a degree of dimensionality. Pride is felt in communicative contexts whereas a feeling of ‘non-pride’ can occur in learning contexts. The article also presents implications arising from the study concerning the place of emotions in language teaching and learning.

scholarly journals EFL Learners’ Perspectives on the use of Smartphones in Higher Education Settings in Slovakia

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Rastislav Metruk
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Population ◽  
Smart Devices ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes

MALL (Mobile assisted language learning) affords new opportunities for EFL (English as a foreign language) learners and teachers. Research on MALL is still in its infancy in Slovakia, and this paper attempts to fill in this gap by examining students’ perception and attitudes towards the use of smartphones for the purposes of learning and practicing English. The target population of this study constituted of the Slovak university EFL learners whose major was Teacher Training of English Language and Literature (n = 77) at a Slovak university. The research method employed to achieve the objectives of this study was a 5‑point Likert scale questionnaire, comprising of two sets of statements: general and out‑of‑the‑classroom statements with a total of 29 items. The research results for both sets of statements imply that the participants display moderately positive attitudes towards smartphones in the context of EFL learning. However, the findings also reveal some issues surrounding the perception and potential use of smartphones such as the inability to plan students’ language learning appropriately and effectively, general underuse of smartphone apps, or problems related to practicing speaking skills. The results further suggest the immediate need to develop and enhance the awareness of smartphones and their potential in the process of teaching and learning English so that the EFL learners can utilize considerable opportunities these smart devices offer. Finally, the limitations of this study are recognized, and it is emphasized that conducting further research in this area is urgently needed.

Learning English through Movies: Adult English Language Learners’ Perceptions

2018 ◽  
Vol 8 (12) ◽  
pp. 1567 ◽  
Author(s):  
Waheeb S. Albiladi ◽  
Fahad H. Abdeen ◽  
Felicia Lincoln
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Learners ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Tools ◽  
English Teaching ◽  
Reading Vocabulary

The use of media in English teaching and learning has received much attention from educators and second/foreign language educators. The use of media includes the use of movies, music, films, and other types of entertainment-related learning resources. However, little has been done to understand the adult language learners’ perceptions toward the benefits and challenges of using English movies to learn English. This qualitative research study explored English learners’ perceptions regarding the use of movies as English teaching and learning tools. The study focused on what language learners believe are the benefits and challenges of relying on English movies to develop their language competency. The study’s results indicated that language learners believed that movies are authentic sources of language learning and can be used effectively to improve language skills including speaking, listening, reading, vocabulary, and writing. Findings also revealed that according to language learners, movies are beneficial in terms of increasing students’ cultural awareness.

scholarly journals CALL to MALL: Shifting Paradigm in Bangladeshi Universities

2018 ◽  
Vol 9 (1) ◽  
pp. 747-752
Author(s):  
Ziaul Karim ◽  
Marium Jamila
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Mobile Phones ◽  
Cell Phone ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Learning Techniques ◽  
Private And Public

This paper aims to find out whether mobile phones may be used as a language learning tool both inside and outside of classrooms in the universities in Bangladesh. The authors have conducted a survey through a questionnaire designed for both the learners and teachers who are involved in teaching foundation English courses at different private and public universities. The research challenges the current assumptions about English language teaching and learning with mobile phones, digs out multifarious language learning techniques and procedures and takes its standpoint that there are more advantages than drawbacks in case of utilizing cell phones for English language learning. Finally, it sheds lights on the present applicability and the future prospects of cell phone uses for English language learners (ELLs) in the context of Bangladesh.

Sign in / Sign up

Export Citation Format

Share Document