Multilingual Writing Support

2022 ◽  
pp. 132-157
Author(s):  
Dawn Janke
Keyword(s):  
Language Learning ◽  
English Language ◽  
Metalinguistic Awareness ◽  
Learning Context ◽  
Multilingual Students ◽  
Conditional Knowledge ◽  
Practical Strategy ◽  
Multilingual Writing ◽  
Writing Tutors ◽  
One To One

This chapter will provide a research-based protocol for one-to-one writing conferencing that helps tutors and teachers to navigate the tension between standardizing multilingual students' language practices and honoring their rhetorically rich linguistic backgrounds through a series of activities in a ten-week writing center pedagogy course. This series of activities was specifically developed in an effort to respond to writing tutors who are always seeking strategies that effectively apply theoretical principles in practice. While this work focuses specifically on one-to-one writing tutoring, the topic of multilingual writing support is applicable to any English language learning context. By the end of this chapter, readers will have gained a practical strategy centered on using declarative, procedural, and conditional knowledge to help preservice tutors and teachers develop metalinguistic awareness and foster critical consciousness through one-to-one conferencing.

scholarly journals Promoting Student Voice and Choice: Examples from a Secondary EL Classroom Project

2019 ◽  
Vol 16 (1) ◽  
pp. 1-33
Author(s):  
Emily Suh ◽  
Lisa Hoffman ◽  
Donna L. Albrecht ◽  
Scott Wade
Keyword(s):  
Language Learning ◽  
Instructional Strategies ◽  
Curriculum Design ◽  
English Learners ◽  
English Language ◽  
Gifted Students ◽  
High Ability ◽  
Secondary English ◽  
Multilingual Students ◽  
High School Class

A creative reflection project was designed and implemented for English learners in a newcomer high school class using instructional strategies which are often reserved for classes with gifted students. The researchers designed the project around two principles which are also hallmarks of high ability curriculum design: 1) an assumption that emerging multilingual students have high abilities and unrecognized talents, and 2) a commitment to students using their own agency to show their learning. We consider connections between instructional strategies used by English language learning specialists and high ability education specialists. The resulting asset-based project was aligned with the WIDA framework to support differentiation and assessment. This article discusses the successes and struggles that came from implementing this project with secondary English learners. We also share the materials created for this unit as well as considerations for other educators who might consider adapting or implementing a similar project.

scholarly journals LANGUAGE CAMP IN MALAYSIA: ASNAF STUDENTS’ NEEDS AND PERCEPTION

2019 ◽  
Vol 7 (2) ◽  
pp. 287-295
Author(s):  
Nur Yasmin Khairani Binti Zakaria ◽  
Maslawati Mohamad ◽  
Fazilah Idris
Keyword(s):  
Focus Group ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Learning Context ◽  
Focus Group Interviews ◽  
Depth Analysis ◽  
Group Interviews ◽  
Addie Model

Purpose of the study: This study aims to identify Asnaf students’ needs in language learning and their perception of the implementation of the language camp module that had been developed by researchers using the ADDIE model Methodology: In-depth analysis of focus group interviews with Asnaf students was conducted, and the data obtained were analysed thematically according to several categories Main Findings and Novelty: The findings of this study revealed that students believed that their anxiety was lowered when they were given the opportunity to cooperate with their friends in a fully immersive and fun English language learning context Applications of this study: The modules and the findings of this study could be used by any English language educators to conduct English language camps especially to Asnaf children who stay in charity homes.

Relationship Between the Socio Education Factors to English Language Learning in Albania High Schools and Pupil’s Final Grades in English Course

2016 ◽  
Vol 6 (1) ◽  
pp. 19
Author(s):  
Valbona Softa
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Parental Support ◽  
English Language ◽  
English Learning ◽  
Learning Context ◽  
Language Orientation ◽  
Final Grades ◽  
The Relationship

This paper aimed to study the relationship between the socioeducative factors from Attitude Motivation Test Battery, (AMTB, Gardner R.C. 2004) for learning English as a foreign language in high schools in Albania and the pupils` achievement, the final grades in English course. The study found that the correlation with Spearman Rho coefficient was significant at p"smaller than".05 and the grades in English course were moderately related with four variables: first, the integrative language role r=.404, p"smaller than"0.001, second, motivation r=.361, p"smaller than"0.001, third, parental support r=.313, p=0.001, and fourth, instrumental language orientation r=.305, p"smaller than"0.001. It was found a smaller correlation value between grades and pupils’ attitudes towards the English learning context at the value: r=.164, p"smaller than"0.001. A small negative, but significant correlation was found between pupils` anxiety to learn the language and the grades in English course: r=-.130, p"smaller than"0.001.

Differential effects of internal and external factors in early bilingual vocabulary learning: The case of Singapore

2017 ◽  
Vol 39 (2) ◽  
pp. 383-411 ◽  
Author(s):  
HE SUN ◽  
BIN YIN ◽  
NUR FARINA BEGUM BINTE AMSAH ◽  
BETH ANN O'BRIEN
Keyword(s):  
Language Learning ◽  
English Language ◽  
Critical Mass ◽  
External Factors ◽  
Learning Context ◽  
Internal Factors ◽  
Input Quantity ◽  
Ethnic Language ◽  
Internal And External Factors ◽  
Learning English

ABSTRACTBoth internal factors (e.g., nonverbal intelligence) and external factors (e.g., input quantity) are claimed to affect the rate of children's vocabulary development. However, it remains an open question whether these variables work similarly on bilingual children's dual language learning. The current paper examined this issue on 805 Singapore children (4 years, 1 month to 5 years, 8 months) who are learning English (societal language) and an ethnic language (Mandarin/Malay/Tamil). Singapore is a bilingual society; however, there is an inclination for English use at home in recent years, resulting in a discrepancy of input between English and ethnic languages in many families. In this study, internal and external factors were examined comprehensively with standardized tests and a parental questionnaire. Regression analysis was used to address the questions. There were statistically significant differences in language input quantity, quality, and output between English and ethnic language learning environments. Singapore children are learning English in an input-rich setting while learning their ethnic language in a comparatively input-poor setting. Multiple regressions revealed that while both sets of factors explained lexical knowledge in each language, the relative contribution is different for English and ethnic languages: internal factors explained more variance in English language vocabulary, whereas external factors were more important in explaining ethnic language knowledge. We attribute this difference to a threshold effect of external factors based on the critical mass hypothesis and call for special attention to learning context (input-rich vs. input-poor settings) for specific bilingual language studies.

scholarly journals Translanguaging-as-Resource: University ESL Instructors’ Language Orientations and Attitudes Toward Translanguaging

2019 ◽  
Vol 36 (1) ◽  
pp. 21-47
Author(s):  
Jennifer Burton ◽  
Shakina Rajendram
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
English Only ◽  
Multilingual Students ◽  
Classroom Language ◽  
Langue Seconde ◽  
Language Orientations

This article explores university English as a Second Language (ESL) instructors’ attitudes toward translanguaging in the classroom and possible reasons for instructors’ resistance in moving translanguaging ideology into English language teaching pedagogy. Many researchers have forwarded translanguaging as a theoretical and pedagogical approach to language education because of its potential cognitive, social, and affective benefits. A translanguaging pedagogy calls for instructors to affirm the dynamic and diverse language practices that multilingual students utilize as part of their unitary language repertoire. However, because English-only pedagogies, policies, and practices still permeate the ESL classroom, it is critical to understand how ESL instructors’ language ideologies and orientations play a role in shaping their pedagogical practices and classroom language policies. Using Ruíz’s orientations in language planning and translanguaging theory, this study examined the language orientations of five ESL instructors at a major Canadian university based on qualitative data gathered through semistructured interviews. The findings provide insights into instructors’ attitudes toward translanguaging, the relationship between instructors’ language learning experiences and their classroom language policy, and institutional opportunities and constraints. Le présent article explore les attitudes des professeurs d’anglais langue seconde (ESL) au niveau universitaire face au translangagisme en salle de classe ainsi que les raisons possibles de leur résistance à l’introduction de l’idéologie translangagière dans la pédagogie de l’enseignement de l’anglais. De nombreux travaux de recherche renvoient au translangagisme comme démarche théorique et pédagogique d’enseignement des langues en raison de ses avantages cognitifs, sociaux et affectifs. La pédagogie translangagière invite les professeurs à soutenir le dynamisme et la diversité des pratiques langagières que les étudiantes et étudiants multilingues utilisent déjà dans le cadre de leur répertoire linguistique unitaire. Toutefois, puisque l’enseignement de l’anglais langue seconde en classe reste imprégné de pédagogies, de politiques, et de pratiques exclusivement anglophones, il est essentiel de comprendre le rôle que jouent les idéologies et les orientations des professeurs d’anglais langue seconde dans la formation de leurs pratiques pédagogiques et de leurs politiques d’enseignement en classe. S’inspirant des orientations de Ruíz en matière de planification langagière et de théorie translangagière, la présente étude examine les orientations linguistiques de cinq professeures et professeurs d’anglais langue seconde dans une grande université canadienne à l’aide de données qualitatives recueillies dans le cadre d’entrevues semi-structurées. Les conclusions de l’enquête aident à mieux comprendre les attitudes des professeurs face au translangagisme, la relation entre les expériences d’apprentissage langagier des professeurs, et leur politique langagière en classe ainsi que les possibilités et les contraintes institutionnelles.

scholarly journals Revisiting integrative motivation: Validation of International Posture among Malaysian undergraduates

2022 ◽  
Vol 9 (1) ◽  
pp. 222-236
Author(s):  
Fatin Nabila Abd Razak ◽  
Vahid Nimehchisalem ◽  
Helen Tan ◽  
Geok Imm Lee ◽  
Ain Nadzimah Abdullah
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Structural Equation ◽  
English Language ◽  
Partial Least Square ◽  
Least Square ◽  
English Language Learning ◽  
Learning Context ◽  
Integrative Motivation ◽  
International Posture

Gardner’s (1985) in his socio-educational model introduced the variable of ‘integrativeness’ as a construct that focuses on English as a Second Language (ESL) learners’ attitudes towards the native English community. Later, Yashima (2002) proposed ‘international posture’ as an affective construct that re-examined ‘integrativeness’. Research conducted to reach a common operationalisation of ‘international posture’ is very limited. Hence, our objective in this study is to determine the level of each measurement construct under the affective variable of International Posture as well as to validate the measurement constructs of this variable among Malaysian undergraduates. In this quantitative study, 540 undergraduate students from a public university were selected. These students responded to a questionnaire that contained the four measurement constructs. For analysing the data, we used Partial Least Square-Structural Equation Modelling (PLS-SEM). Our results have proven that the International Posture among Malaysian undergraduates is high, and the measurement constructs of this variable are valid and can be operationalised in the Malaysian English language learning context. The scale validated in the study can contribute to future studies on this variable in the Malaysian English language learning context. 

scholarly journals Effectiveness of Instructors’ and Peers’ Oral Feedback on the Accuracy of English Writing: A Study of Pakistani ESL Undergraduate Learners

2019 ◽  
Vol 9 (4) ◽  
pp. 314
Author(s):  
Aasia Nusrat ◽  
Farzana Ashraf ◽  
Rabea Saeed
Keyword(s):  
Language Learning ◽  
English Language ◽  
Written Feedback ◽  
Learning Context ◽  
Oral Feedback ◽  
Metalinguistic Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Oral Interaction ◽  
Esl Learners

The objective of the current research is to investigate the effect of instructors and peers’ oral feedback on the written English accuracy of ESL learners. In this quasi-experimental study, 90 participants are assessed on three distinct forms of feedback (i.e., instructor’s oral metalinguistic feedback along with indirect written feedback, peers’ oral interaction along with indirect written feedback and no feedback) for writing errors of three types (i.e., verb tense, preposition, and articles). The participants are assessed three times; pre-test, an immediate post-test and delayed post-test. ANOVA demonstrates that learners receiving instructors’ oral metalinguistic feedback along with indirect written feedback outperform those who receive peers’ oral interaction along with indirect written feedback and no feedback in two out of three linguistic forms in subsequent writing. The findings of the study suggest that employing oral metalinguistic instructors’ feedback along with written feedback in the Pakistani language learning context can help learners improve their English language learning. Consequently, language efficiency may improve overall academic performance and success ratio in academia.

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