Leveraging Learner Experience

2020 ◽  
pp. 615-642
Author(s):  
Raichle Farrelly ◽  
Iuliia Fakhrutdinova
Keyword(s):  
Language Learners ◽  
Lived Experiences ◽  
Formal Education ◽  
Literacy Practices ◽  
Learning Opportunities ◽  
Pedagogical Practices ◽  
Oral Traditions ◽  
Language And Literacy ◽  
Sociocultural Perspective ◽  
Adult Language Learners

This chapter builds on the pedagogical knowledge base of educators who work with refugee-background adult language learners. The chapter introduces refugee-background adults who have experienced interruptions in their formal education. The authors present a framework for pedagogical scaffolding that emerges from a sociocultural perspective on learning. An overview of research underscores the benefits of recognizing and building upon learners' strengths, lived experiences, and oral traditions. Classroom-based approaches that integrate pedagogical scaffolding into meaningful learning opportunities to enhance the language and literacy practices of adult learners are highlighted. The chapter sustains innovation and conversation among educators working with refugee-background adults, ideally in collaboration with the learners themselves, to cultivate pedagogical practices that foster learner success in the classroom and beyond.

Leveraging Learner Experience

2021 ◽  
pp. 1342-1369
Author(s):  
Raichle Farrelly ◽  
Iuliia Fakhrutdinova
Keyword(s):  
Language Learners ◽  
Lived Experiences ◽  
Formal Education ◽  
Literacy Practices ◽  
Learning Opportunities ◽  
Pedagogical Practices ◽  
Oral Traditions ◽  
Language And Literacy ◽  
Sociocultural Perspective ◽  
Adult Language Learners

This chapter builds on the pedagogical knowledge base of educators who work with refugee-background adult language learners. The chapter introduces refugee-background adults who have experienced interruptions in their formal education. The authors present a framework for pedagogical scaffolding that emerges from a sociocultural perspective on learning. An overview of research underscores the benefits of recognizing and building upon learners' strengths, lived experiences, and oral traditions. Classroom-based approaches that integrate pedagogical scaffolding into meaningful learning opportunities to enhance the language and literacy practices of adult learners are highlighted. The chapter sustains innovation and conversation among educators working with refugee-background adults, ideally in collaboration with the learners themselves, to cultivate pedagogical practices that foster learner success in the classroom and beyond.

scholarly journals The Connection between Drama, Language, and Cognition in Preschool Dual Language Learners (DLLs)

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Lama K. Farran ◽  
Diana Mindrila
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Literacy Practices ◽  
Home Language ◽  
Dual Language Learners ◽  
Latino Children ◽  
Language And Literacy ◽  
Recommendations For Practice ◽  
Language And Cognition ◽  
Children's Behaviors

This study examined the connection between drama, language, and cognition in 61 preschool Latino children. Parents and teachers completed surveys and observations of children’s behaviors. Results showed that parent home language and literacy practices and beliefs about drama integration were related to children’s cognition. Recommendations for practice are presented. 

scholarly journals Identity, Literacy, and English-Language Teaching

2010 ◽  
Vol 28 (1) ◽  
pp. 1 ◽  
Author(s):  
Bonny Norton
Keyword(s):  
Language Learners ◽  
English Language ◽  
Literacy Practices ◽  
Meaning Making ◽  
Language Teaching ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Community Practice ◽  
Teachers And Students ◽  
Language Classrooms

In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners’ engagement with text. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed by theories of investment and imagined communities. Data from English-language classrooms in Canada, Pakistan, and Uganda suggest that if learners have a sense of ownership over meaning-making, they will have enhanced identities as learners and participate more actively in literacy practices. The research challenges English teachers to consider which pedagogical practices are both appropriate and desirable in the teaching of literacy and which will help students develop the capacity for imagining a wider range of identities across time and space. Such practices, the research suggests, will necessitate changes in both teachers’ and students’ identity.

Bridging Activities

2020 ◽  
Vol 10 (3) ◽  
pp. 48-66
Author(s):  
Ellen Yeh ◽  
Svetlana Mitric
Keyword(s):  
English Language Learners ◽  
Learning Outcomes ◽  
Language Learners ◽  
English Language ◽  
Literacy Practices ◽  
Pedagogical Practices ◽  
Project Design ◽  
Cross Tabulation ◽  
Use Of Social Media

This study applied pedagogically-focused project design by using Instagram as a platform to investigate how the use of social media such as Instagram in a multimodal digital storytelling model could bridge the skills English language learners (ELLs) learn in the classroom to out-of-school literacy practices. The study applied the five learning objectives of the bridging-activities framework to investigate to what extent ELLs achieve these objectives. There were forty-two participants (female: n= 22; male: n= 17), international arts and media students. The study collected their main Instagram posts, questionnaires were given with a five-point Likert scale and open-ended questions, and individual follow-up interviews for content analysis. A cross-tabulation was conducted to investigate the relationships between ELLs' Instagram use and how they perceive Instagram as a meaningful way of communication for professional purposes. The findings revealed pedagogical practices of using Instagram as a tool for professional purposes and how ELLs achieved the bridging-activities learning outcomes.

scholarly journals Preschool teachers’ language and literacy practices with dual language learners

2016 ◽  
Vol 39 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Brook E. Sawyer ◽  
Carol Scheffner Hammer ◽  
Lauren M. Cycyk ◽  
Lisa López ◽  
Clancy Blair ◽  
...  
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Literacy Practices ◽  
Preschool Teachers ◽  
Dual Language Learners ◽  
Language And Literacy

scholarly journals English-Mediated Presentations in Pharmacy: Exploring Literacy Practices among Saudi Female Undergraduates

2020 ◽  
Author(s):  
Noura A. Alghamdi
Keyword(s):  
Language Learners ◽  
Language Use ◽  
Literacy Practices ◽  
Tertiary Education ◽  
Pedagogical Practices ◽  
Complex Nature ◽  
Written Discourse ◽  
The Social ◽  
Social Account ◽  
Oral Presentations

Despite the complex nature of language learners’ needs, researchers on language use in tertiary education tend to look at these needs through textual analyses associated with written discourse more than any other aspect of language use. Because learners’ needs, however, extend to include recognizing the challenges and situated nature of language use among learners (Hyland, 2006), this article adopts a social account of literacy (Barton, 1994; Barton and Hamilton, 1998; Street, 1984; Pahl & Rowsell, 2012) to explore the literacy practices surrounding how year-five female undergraduates engage with English-mediated oral presentations in pharmacy at a Saudi Arabian university. The article offers a situated understanding of these undergraduates’ views of English as a considerable challenge in this literacy event to provide a more in-depth understanding of how undergraduates address this challenge. The article concludes by offering some suggestions as to how knowledge of the social practices surrounding learners’ engagement with reading and writing can help to inform EAP pedagogical practices.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

scholarly journals Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten

2021 ◽  
Vol 13 (7) ◽  
pp. 3613
Author(s):  
Carola Kleemann
Keyword(s):  
Language Learners ◽  
Kindergarten Teachers ◽  
Pedagogical Practices ◽  
Institution Building ◽  
Language Practices ◽  
Language And Culture ◽  
Raising Awareness ◽  
Core Areas ◽  
Assimilation Policy ◽  
Shed Light

The coastal areas of Finnmark have deep Sámi roots. With the Norwegian assimilation policy—Norwegianization—the transition to the Norwegian language has been extensive here, placing the region outside Sámi core areas. Nevertheless, indigenous Sea Sámi identity still exists, and language vitalization and raising awareness of culture are shown in Sámi institution building. Within these frames, kindergarten teachers with Sámi backgrounds work to strengthen their local Sámi language and culture in a Sámi department of a kindergarten outside the core Sámi areas. This article aims to shed light on how the use of their bilingual resources in pedagogical translanguaging practices can build sustainable language practices for North Sámi. With children and adults, we explored how culturally aware, situated outdoors activities, such as building a campfire and gathering berries, encouraged children’s use of North Sámi. Both children and adults recorded these activities with GoPro cameras. The material was transcribed and analyzed using Conversation Analysis and translanguaging. For this article, I chose three episodes in which kindergarten teachers used their bilingual language register to interact with children in different pedagogical practices to give children input in North Sámi. Pedagogical translanguaging with young language learners in an emergent bilingual situation could help strengthen North Sámi language and culture outside Sámi core areas.

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