Stories Make Readers | ScienceGate

2020 ◽

pp. 368-392

Author(s):

Juli-Anna Aerila ◽

Merja Kauppinen

Keyword(s):

Second Language ◽

Language Education ◽

Language Instruction ◽

Literacy Skills ◽

Pedagogical Practices ◽

Reading Abilities ◽

Reading Materials ◽

Language Classes ◽

Child Centered ◽

Development Of Language

Using literature in multilingual and second language classes promotes literacy skills and helps children to adapt to second language instruction. This chapter presents the theoretical framework and practical implementations for enhancing the use of literature in multilingual environments employing Stories Make Readers (StoRe)–project as an example. StoRe concept helps to promote the use of fictional literature and to increase the reading materials and reading time at school and at home. An important aim is to offer, in multilingual groups, reading materials that correspond to the reading abilities and interest of the readers, and to connect different collaborative, child-centered, and multidisciplinary activities in reading. The multilingual line of the StoRe project, called Creating Innovative Approaches to Language Education (IKI), identifies and promotes innovative models for the use and development of language in education and creates research-based, pedagogical maps that help teachers develop and improve their pedagogical practices.

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Implementing Portfolio-Based Language Assessment in LINC Programs: Benefits and Challenges

TESL Canada Journal ◽

10.18806/tesl.v30i1.1126 ◽

2013 ◽

Vol 30 (1) ◽

pp. 69 ◽

Cited By ~ 2

Author(s):

Daniel Ripley

Keyword(s):

Second Language ◽

Language Education ◽

Language Assessment ◽

Pilot Project ◽

Language Instruction ◽

Assessment Tools ◽

Second Language Education ◽

Mise En Œuvre ◽

Semistructured Interviews ◽

Canadian City

Although earlier research has examined the potential of portfolios as assessment tools, research on the use of portfolios in the context of second-language education in Canada has been limited. The goal of this study was to explore the benefits and challenges of implementing a portfolio-based language assessment (PBLA) model in Language Instruction for Newcomers to Canada (LINC) programs. Data were gathered through semistructured interviews with four LINC instructors involved in a PBLA pilot project in a large Canadian city. Similar interviews were con- ducted with a representative of Citizenship and Immigration Canada, and a de- veloper of the PBLA model. Participants identified both benefits and challenges related to PBLA implementation. Based on their feedback, recommendations for future implementation are provided.Bien que la recherche antérieure ait porté sur le potentiel des portfolios comme outils d’évaluation, la recherche sur leur emploi dans l’éducation en langue sec- onde au Canada est limitée. L’objectif de cette étude est d’explorer les bienfaits et les défis relatifs à la mise en œuvre d’un modèle d’évaluation linguistique reposant sur le portfolio (PBLA) pour la formation dans les cours de langue pour immi- grants au Canada (CLIC). Les données ont été recueillies par le biais d’entrevues semi-structurées avec quatre enseignants de CLIC impliqués dans un projet pilote PBLA dans une grande ville canadienne. Des entrevues similaires ont eu lieu auprès d’un représentant de Citoyenneté et immigration Canada et d’un développeur du modèle PBLA. Les participants ont identifié les bienfaits et les défis relatifs à la mise en œuvre du modèle PBLA. En s’appuyant sur leur rétroac- tion, on fournit des recommandations visant la mise en œuvre à l’avenir.

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Challenges of Distance Learning in Language Classes: Based on the Experience of Distance Teaching of Arabic to Non-native Speakers in Light of the Coronavirus Pandemic

Journal of Language Teaching and Research ◽

10.17507/jltr.1203.15 ◽

2021 ◽

Vol 12 (3) ◽

pp. 444-451

Author(s):

Dalal Moh'd Al-Assaf

Keyword(s):

Second Language ◽

Distance Learning ◽

Language Learning ◽

Native Speakers ◽

Language Education ◽

Arabic Language ◽

Educational Goals ◽

Distance Teaching ◽

Language Classes ◽

The University

This study aims to investigate the challenges that learners and teachers of a language face during distance learning classes, especially learners and teachers of the Arabic language as a second language, based on the results of a distance learning experiment on non-native speakers of the Arabic language at the University of Jordan during the second term of 2019-2020. The study seeks to introduce the proper solutions that may mitigate these challenges to achieve the educational goals through distance learning while teaching the Arabic language as a second language. This study used the applied descriptive approach in identifying these challenges. It concluded that these challenges significantly impact the language learning process, including mastering it, the extent of benefit, and the influence on students' linguistic progress. This study recommends that these challenges are considered when adopting distance learning as a language education method at teaching language classes as a second one. These challenges need to be considered when planning for direct and indirect lessons in Arabic language educational classes, primarily via the Internet.

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Mind the Gap: How a Project in Alberta Attempted to Narrow the Gap Between Classroom Teachers and Language Education Research

TESL Canada Journal ◽

10.18806/tesl.v30i1.1131 ◽

2013 ◽

Vol 30 (1) ◽

pp. 139 ◽

Cited By ~ 2

Author(s):

Justine Light ◽

Sara Gnida

Keyword(s):

Education Research ◽

Second Language ◽

Second Language Acquisition ◽

Best Practices ◽

Best Practice ◽

Language Education ◽

Language Instruction ◽

Classroom Teachers ◽

Teacher Engagement ◽

Professional Literature

This article presents the development, rollout, and subsequent uptake of the Al- berta Teachers of English as a Second Language (ATESL) document Best Prac- tices for Adult English as a Second Language (ESL)/Language Instruction for Newcomers to Canada (LINC) Programming in the light of literature on teacher engagement with second-language acquisition and teaching research. The first part of the Best Practices project was designed to develop a set of best practice statements of principle developed in collaboration with language education ex- perts in Alberta and through the professional literature, as well as with ESL teach- ers across the province. In the second part of the project, we facilitated the uptake of the principles by teachers and administrators throughout Alberta.Cet article présente le développement, la mise en œuvre et l’adoption subséquente du document des enseignants albertains de l’ALS portant sur les meilleures pra- tiques pour l’ALS aux adultes et le programme cours de langue pour les immi- grants au Canada (CLIC) et ce, à la lumière de l’implication des enseignants dans la recherche portant sur l’acquisition et l’enseignement de langues secon- des. La première partie du projet des meilleures pratiques visait le développement d’une série de déclarations de principes élaborées en collaboration avec des ex- perts en enseignement de la langue, appuyées par la littérature spécialisée et des enseignants en ALS de partout en Alberta. La deuxième partie du projet visait à faciliter l’adoption des principes par les enseignants et les administrateurs à travers l’Alberta.

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Choosing the languages of subtitles and spoken dialogues for media presentations: Implications for second language education

Applied Psycholinguistics ◽

10.1017/s0142716400000904 ◽

1981 ◽

Vol 2 (2) ◽

pp. 133-148 ◽

Cited By ~ 20

Author(s):

W.E. Lambert ◽

I. Boehler ◽

N. Sidoti

Keyword(s):

Second Language ◽

First Language ◽

Language Education ◽

Language Instruction ◽

Second Language Instruction ◽

Second Language Education ◽

Literacy Training ◽

The Media ◽

Radio Programs ◽

L1 And L2

ABSTRACTThis study explored novel ways of using the media for education, especially second language instruction. Various combinations of visual and auditory presentations of messages were compared, for example, both written script and spoken dialogue in subjects’ first language (L1), or script and/or dialogue in a second laguage (L2), and so on. Subjects were elementary pupils with advanced training in L2. The dialogues of radio programs were transcribed, permitting such combinations as: dialogue in L2, script in L1 (the normal subtitling format); dialogue in L1, script in L2 (reversed subtitling); both dialogue and script in L1 or in L2; and so forth. On L1 and L2 tests of memory, certain combinations (e.g., reversed subtitling) were much more promising for the development or maintenance of second language skills, or for literacy training, than was conventional subtitling. Theoretical and practical inplications are discussed.

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The influence of second language instruction on first language literacy skills

PsycEXTRA Dataset ◽

10.1037/e512592013-595 ◽

2011 ◽

Author(s):

V. A. Murphy ◽

E. Macaro ◽

S. Alba ◽

C. Cipolla

Keyword(s):

Second Language ◽

First Language ◽

Language Instruction ◽

Literacy Skills ◽

Second Language Instruction ◽

Language Literacy

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Research in second language studies at Michigan State University

Language Teaching ◽

10.1017/s0261444809990085 ◽

2009 ◽

Vol 42 (4) ◽

pp. 530-535

Author(s):

Benjamin White ◽

Fei Fei ◽

Marthe Russell

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

English Language ◽

Language Education ◽

Arabic Language ◽

Language Instruction ◽

Michigan State University ◽

State University ◽

African Languages ◽

Language Studies

The Second Language Studies (SLS) Program was established in 2005 with the express purpose of providing ‘a firm foundation in the field of Second Language Acquisition and its application to current second language research and teaching’ (http://sls.msu.edu). Under the leadership of Professor Susan Gass, the program has grown to include 12 core faculty members and 27 Ph.D. students. As an interdisciplinary program, linkages across the university exist with the Department of Linguistics and Germanic, Slavic, Asian, and African Languages; the Department of French, Classics, and Italian; the Department of Spanish and Portuguese; the Arabic Language Instruction Flagship; the M.A. TESOL Program; the Center for Language Education and Research; the English Language Center; the Center for the Support of Language Teaching; the Department of Psychology; and the College of Education.

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Classroom Management in Foreign Language Education: An Exploratory Review

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v20n1.60001 ◽

2018 ◽

Vol 20 (1) ◽

pp. 153-166

Author(s):

Diego Fernando Macías

Keyword(s):

Foreign Language ◽

Classroom Management ◽

Negative Impact ◽

Language Education ◽

Foreign Language Education ◽

Language Instruction ◽

Language Teachers ◽

Target Language ◽

Foreign Language Instruction ◽

Language Classes

This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.

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