The Struggles of Bilingual Authors

2022 ◽  
pp. 1148-1159
Author(s):  
Dan Tannacito
Keyword(s):  
Language Learning ◽  
Opportunities To Learn ◽  
Multiple Forms ◽  
Reading And Writing

This chapter examines the struggles of bilingual authors to write in English as an additional language. Autobiographical works in English illustrate themes found to be central to the development of biliteracy. The theme of finding voice is a highly variable theme in the writing of many bilinguals. The theme of constructing identity takes multiple forms as bilingual authors renegotiate their identities in the additional language. The struggle for place is a theme that permeates the narratives of expatriation, exile, immigration, and repatriation. These three struggles offer new writers opportunities to learn to develop their own creativity. Teachers of English as an additional language can structure their curricula to reflect the language learning practice of reading and writing.

The Struggles of Bilingual Authors

2021 ◽  
pp. 16-27
Author(s):  
Dan Tannacito
Keyword(s):  
Language Learning ◽  
Opportunities To Learn ◽  
Multiple Forms ◽  
Reading And Writing

This chapter examines the struggles of bilingual authors to write in English as an additional language. Autobiographical works in English illustrate themes found to be central to the development of biliteracy. The theme of finding voice is a highly variable theme in the writing of many bilinguals. The theme of constructing identity takes multiple forms as bilingual authors renegotiate their identities in the additional language. The struggle for place is a theme that permeates the narratives of expatriation, exile, immigration, and repatriation. These three struggles offer new writers opportunities to learn to develop their own creativity. Teachers of English as an additional language can structure their curricula to reflect the language learning practice of reading and writing.

Literacy in a Second Language

1989 ◽  
Vol 10 ◽  
pp. 145-162 ◽  
Author(s):  
William Grabe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Learning Context ◽  
Second Language Literacy ◽  
Reading And Writing ◽  
Learning Contexts ◽  
Language Literacy ◽  
Do So

As literacy has emerged to become a major issue in the 1980s, and will continue to do so in the 1990s, the only sure claim to be made is that the notion of literacy is extremely complex and fraught with generally accepted “myths,” hidden assumptions, over-generalizations, and simple all-inclusive responses to the challenges presented. This scenario is no less appropriate to the second language learning context than it is to the first language learning context. Thus, any examination of second language literacy requires discussion of both first language and second perspectives. It is naive to assume that the difficulties, complexities, contradictions, and debates in first language literacy do not apply equally to the large majority of second language learning contexts. Accordingly, second language literacy will be discussed in light of first language perspectives on literacy, reading, and writing, expanding these perspectives into second language contexts. (It should be noted that two excellent reviews of reading and writing in a second language appeared in ARAL IX (Carrell 1989a, Hudelson 1989a). This review should be seen as complementary to these two earlier articles.)

scholarly journals Listening Skill Requires a Further Look into Second/Foreign Language Learning

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Strongly Correlated ◽  
High Stakes ◽  
Reading And Writing ◽  
Listening Skill ◽  
Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

scholarly journals Meningkatkan Keterampilan Berbicara Siswa dengan Media Gambar Seri

2017 ◽  
Vol 3 (1) ◽  
pp. 27
Author(s):  
Noni Risnawelli
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Writing Skills ◽  
Reading And Writing ◽  
Initial Observation ◽  
Speaking Skill ◽  
Classroom Action Research

<p>Result of initial observation at SDN 18 Batang Anai Kabupaten Padang Pariaman indicated that 1st grade students were afraid and shy to speak in front of class. It was caused the language learning only emphasized on reading and writing skills. Speaking skill was still not being a main focus. This is a classroom action research aimed to improve students’ speaking skill. Data were colected by using test and observation. In cycle I, percentage of students’ speaking skill mean score is 53,3%. In cycle II, percentage of students’ speaking skill mean score is 86%. Hence, learning with media of picture-series can improve students’ speaking skill. </p>

scholarly journals Investigating elementary school pupils’ proficiency in mastering English vocabulary

2014 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Diana Achmad
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Language Learning ◽  
Writing Skills ◽  
Early Age ◽  
Vocabulary Test ◽  
Reading And Writing ◽  
Local Content ◽  
The Mean ◽  
Banda Aceh

English has been taught at elementary schools as one of the local content subjects. It is necessary to study English from an early age in order to achieve good mastery in it. To master English means to master the four skills in it and also the language aspects, including vocabulary. As one of the language aspects, vocabulary plays an important role in language learning. This study reports on pupils’ proficiency in mastering English vocabulary after three years of studying in elementary school. The writer chose 55 grade-four pupils of SD Methodist Banda Aceh as a sample for this study. They were given a vocabulary test related to reading and writing skills consisting of 26 items. The test was to be done in 20 minutes. After calculating the data, it was found that the mean score (x) of the pupils was 69.5, with the highest score at 92.3 and the lowest score at 26.9. More than 50% of the pupils could answer the questions correctly in less than 20 minutes. Only 4 out of the 55 pupils answered the questions less than 50% correctly and no one answered 100% correct. According to these results, this study showed that the pupils achieved good proficiency in vocabulary.

scholarly journals Using Online Collaboration for Developing EFL Preparatory stage Students' Reading and Writing Skills and Their Motivation for Language Learning

2019 ◽  
Vol 9 (1) ◽  
pp. 3-17
Author(s):  
محمد خلف اسماعیل مخلوف ◽  
على عبد السمیع محمد قوره ◽  
ایناس محمد عرفه فرحات
Keyword(s):  
Language Learning ◽  
Writing Skills ◽  
Online Collaboration ◽  
Reading And Writing ◽  
Preparatory Stage

Collaborative Learning and Concept Mapping for Language Teaching

2012 ◽  
pp. 160-181
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

Collaborative Learning and Concept Mapping for Language Teaching

2010 ◽  
pp. 13-34 ◽  
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

scholarly journals INSTAGLISH: WHEN INSTAGRAM IS BEYOND ONLINE PHOTO-SHARING PLATFORM TO INDUCE YOUR ENGLISH

2021 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Pusfika Rayuningtya ◽  
Ika Fitriani
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Classroom Observation ◽  
Learning Experiences ◽  
Learning Goals ◽  
Reading And Writing ◽  
Photo Sharing ◽  
New Learning ◽  
Story Sharing ◽  
Writing Scores

Motivated by the growth of social media throughout the globe, including in Indonesia, educational practitioners need to be creative and make use of this opportunity to boost up the learning goals, for example making use of Facebook, Twitter, Instagram, Line, and many others (social media) in educational settings. Among those social media, Instagram has increased its popularity, particularly in Indonesia, with its 22 million users. It is an online platform in which users can share their stories via uploaded photos. Recently, it is not merely used as photo story sharing but also online shopping, news updating, and video conferencing. As Instagram offers promising features, this study explored how this platform was applied to improve the students English written competence, focusing on reading and writing. This study is action research that investigates the use of Instagram as a social-and-educational medium that offers beyond new language learning experiences in the project called InstaGlish, Instagram English. The data were collected from the classroom observation during the project, students' Instagram photo posts, captions and comments, and students' reading and writing scores after project implementation.  A questionnaire and direct interview to the students were also carried out to give a more thorough and deeper understanding of the students' responses toward how effective InstaGlish helps them learn and induce their English. In addition, the findings of this current study were expected to give fruitful insight on how to use social media not merely as the fun-without-meaning activity yet fun-and-meaningful new learning experiences.

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