Is It a Disability?

2022 ◽  
pp. 115-123
Author(s):  
Ronnie Manis
Keyword(s):  
Critical Thinking ◽  
Learning Disability ◽  
English Proficiency ◽  
Classroom Engagement ◽  
Ell Students

Research shows that ELL students are at a greater risk of being misdiagnosed with a learning disability. This chapter will discuss the experiences of a seasoned educator and the pitfalls of not implementing protocols with fidelity. Key terminology is introduced as well as universal methodology designed to increase engagement in English proficiency. Current research is presented as well as suggested classroom engagement prompts designed to challenge the critical thinking of preservice educators.

scholarly journals Conveying an Author’s Intention to EFL Readers: The Meaning of “The Road Not Taken” by Robert Frost

2020 ◽  
Author(s):  
R. Bunga Febriani ◽  
Satinem ◽  
Nurnaningsih ◽  
Haryani ◽  
Syafryadin ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Literary Criticism ◽  
Reader Response ◽  
English Proficiency ◽  
Future Research ◽  
Robert Frost ◽  
The Road ◽  
Pedagogical Implication

The present study examines whether an author of a poem’s intention in writing the poem is successfully conveyed to English as a Foreign Language (EFL) readers. It also investigates how students’ English proficiency influences their ability to comprehend the poem. The study was conducted with twenty-one participants who attended a literary class named Literary Criticism. The twenty-one students who analysed the meaning of poetry were represented by student one and other students (S1-S3) in every line of the stanza of the poetry. That author of the poetry was successful in conveying their meaning to the readers of EFL, which is shown by the results of students’ work through the reader-response approach and stylistic approach. Student one and others (S1 up to S3) could find the meaning in every of poetry by analysing either literal words or similes and metaphorical words composed in “The Road Not Taken” by Robert Frost. Hence, the readers (students of EFL) could enhance their abilities andcomprehension of the poem. The pedagogical implication for future research is that authors and readers of the poem both need logical critical thinking as well as skills or abilities to convey and receive the meaning of poetry.

scholarly journals TO WHAT EXTENT DOES YOUTUBE CONTENTS-BASED LANGUAGE LEARNING PROMOTE AN ENGLISH PROFICIENCY?

2020 ◽  
Vol 3 (2) ◽  
pp. 108-126
Author(s):  
Dedi Aprianto
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Social Engagement ◽  
English Proficiency ◽  
Student Centered ◽  
Student Centered Learning ◽  
Efl Learners ◽  
Educational Paradigm ◽  
Digital Disruption ◽  
Learning Software

The flourishing development of technological software could have been as the necessary reality. The ever-changing technological learning media emergence as the description of digital disruption in educational contexts. Teaching English as a Foreign Language is regarded as a challenging activity, since language teaching is strongly expected to have a quality teaching strategies to improve English proficiency. YouTube is principally designed to increase both aspects of language competency, and personal aspects of EFL learners, such as learning motivation, critical thinking, and learning autonomy. YouTube represents the presence of the sifting educational paradigm from the traditional teaching or teacher centeredness to authentic or meaningful language learning, in which these would have been centralized on EFL learners’ domain (student-centered learning). The constructive changing of language approaches are indicated by the use of web 2.0 software presenting varying types of webs-based language learning software, YouTube. It is properly regarded to have contributed to produce the authentic and meaningful learning sources. And also, this learning model could have been made as the supplementary materials, in purpose of incorporating the traditional face-to face class activities into language learning supported by e-media. All in all, Those YouTube-based language learning’s advantages could contribute to build up independence of language learning. Therefore, the effectiveness of YouTube-based language learning potentially develop EFL learners’ class participation; social engagement, critical thinking, better comprehension of the subject-matters, and learning autonomy

Using Complementary Learning Clusters in Studying Literature to Enhance Students' Medical Humanities Literacy, Critical Thinking, and English Proficiency

2016 ◽  
Vol 118 (2) ◽  
pp. 441-465 ◽  
Author(s):  
Hung-Chang Liao ◽  
Ya-Huei Wang
Keyword(s):  
Critical Thinking ◽  
Medical Humanities ◽  
English Proficiency ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Proficiency Tests ◽  
Process Measures ◽  
Quasi Experimental ◽  
Thinking Disposition

This study examined whether students studying literature in complementary learning clusters would show more improvement in medical humanities literacy, critical thinking skills, and English proficiency compared to those in conventional learning clusters. Ninety-three students participated in the study ( M age = 18.2 years, SD = 0.4; 36 men, 57 women). A quasi-experimental design was used over 16 weeks, with the control group ( n = 47) working in conventional learning clusters and the experimental group ( n = 46) working in complementary learning clusters. Complementary learning clusters were those in which individuals had complementary strengths enabling them to learn from and offer assistance to other cluster members, hypothetically facilitating the learning process. Measures included the Medical Humanities Literacy Scale, Critical Thinking Disposition Assessment, English proficiency tests, and Analytic Critical Thinking Scoring Rubric. The results showed that complementary learning clusters have the potential to improve students’ medical humanities literacy, critical thinking skills, and English proficiency.

scholarly journals English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Ziguang Yan
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Social Contexts ◽  
Language Teachers ◽  
Classroom Engagement ◽  
Foreign Language Teachers ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The One ◽  
The Impact

Critical thinking has been the focus of many studies considering the educational and social contexts. However, English as a foreign language (EFL) context is the one in which studies about critical thinking and its link to classroom engagement have not been carried out as much as expected. Hence, this study investigated to understand the association between EFL teachers’ critical thinking ability and students’ classroom engagement to get a broader understanding of the impact critical thinking has on students’ success. To do this, firstly, both variables of this study are defined and explicated. Then, the relationship between critical thinking and students’ classroom engagement is discussed. Finally, the implications of this research and also its limitations along with suggestions for further studies are put forward.

scholarly journals On the Cultivation of College English Learners’ Intercultural Competence

2017 ◽  
Vol 5 (4) ◽  
pp. 600
Author(s):  
Tan Lihua
Keyword(s):  
Critical Thinking ◽  
English Learners ◽  
Intercultural Competence ◽  
English Proficiency ◽  
Communicative Competence ◽  
Cultural Integration ◽  
Intercultural Communicative Competence ◽  
College English ◽  
English Teaching

<p><em>Cultural integration, an important part of college English teaching, plays a key role in enhancing students’ English proficiency and overall quality. The author in this paper attempts to explore the cultivation of college English learners’ intercultural competence from the three aspects of relationship between cultural integration and college English teaching, the contents and ways of cultural integration into college English teaching. The author considers that college English learners’ intercultural competence involves both intercultural communicative competence and overall quality including virtues, critical thinking and extensive knowledge. </em></p>

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

Serving Children With Limited English Proficiency in the Schools

1994 ◽  
Vol 25 (3) ◽  
pp. 156-164 ◽  
Author(s):  
Celeste A. Roseberry-McKibbin ◽  
Glenn E. Eicholtz
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Gifts From the Web: Critical Thinking

1999 ◽  
Vol 3 (2) ◽  
pp. 6-6
Author(s):  
Barbara Shadden
Keyword(s):  
Critical Thinking ◽  
The Web
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