English Language Learning Styles and Strategies of Male Saudi Students Studying at English Language Centers in The United States of America

1995 ◽  
Vol 8 (1) ◽  
pp. 3-22
Author(s):  
AHMED ALHAIDARI
Keyword(s):  
United States ◽  
Learning Styles ◽  
Language Learning ◽  
United States Of America ◽  
English Language ◽  
The United States ◽  
English Language Learning ◽  
Saudi Students

scholarly journals Developing a multilingual literary magazine in an English-only policy environment

2017 ◽  
Vol 8 (1) ◽  
pp. 60
Author(s):  
Alex Josef Kasula
Keyword(s):  
United States ◽  
Language Learning ◽  
Language Policy ◽  
Current Literature ◽  
English Language ◽  
The United States ◽  
English Language Learning ◽  
English Only ◽  
Literary Magazine ◽  
The Us

The following article discusses the development and outcomes of a multilingual literary magazine, Olowalu Review, within an English-only policy in the United States. First, there is a review of current literature surrounding the ideas of monolingual policies in the US (the context of the article) and current research of the theory of translanguaging for multilinguals and its practice thus far in English language learning classrooms (ELL). The article elaborates on the analysis of translanguaging from Kasula (2016) and how this analysis helps to promote multilingualism. Next, there is a discussion on the achievement of the initial objectives of Olowalu Review, and how this acted as a first potential step in creating a translanguaging space for multilinguals to express themselves and making change towards a more multilingual language policy.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Educational Meaning Making and Language Learning: Understanding the Educational Incorporation of Unaccompanied, Undocumented Latinx Youth Workers in the United States

2021 ◽  
pp. 003804072199600
Author(s):  
Stephanie L. Canizales
Keyword(s):  
Los Angeles ◽  
Educational Attainment ◽  
Language Learning ◽  
English Language ◽  
Meaning Making ◽  
Immigrant Youth ◽  
The United States ◽  
English Language Learning ◽  
Youth Workers ◽  
K 12

Immigration scholars agree that educational attainment is essential for the success of immigrant youth in U.S. society and functions as a key indicator of how youth will fare in their transition into adulthood. Research warns of downward or stagnant mobility for people with lower levels of educational attainment. Yet much existing research takes for granted that immigrant youth have access to a normative parent-led household, K–12 schools, and community resources. Drawing on four years of ethnographic observations and interviews with undocumented Latinx young adults (ages 18 to 31) who arrived in Los Angeles, California, as unaccompanied youth, I examine the educational meaning making and language learning of Latinx individuals coming of age as workers without parents and legal status. Findings show that Latinx immigrant youth growing up outside of Western-normative parent-led households and K–12 schools and who remain tied to left-behind families across transnational geographies tend to equate education with English language learning. Education—as English language learning—is essential to sobrevivencia, or survival, during their transition to young adulthood as workers and transnational community participants.

scholarly journals MYENGLISHLAB AS ONE OF THE GROUNDBREAKING BLENDED LEARNING TOOLS

2021 ◽  
Vol 17 (2 (24)) ◽  
pp. 85-91
Author(s):  
Marianna Ohanyan
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Educational Activity ◽  
English Language Learning ◽  
Learning Tools ◽  
Course Content ◽  
European Languages ◽  
Grammatical Skills

Online learning is one of the most rapidly growing trends in educational use of digital technologies. The article touches upon the importance of MyEnglishLab as one of the newest tools for blended English language learning. Due to the pandemics of the 2020 many learners began to implement different tools of digital technology to an increasing extent. An effective and appropriate tool for learning English aimed at developing communication skills allows to increase individualization of educational activity, to optimize mastering language structures and grammatical rules, and also to overcome some obstacles of both oral and written competences of the students. An interactive platform is one of the newest blended learning tools that combines different English language learning activities in a variety of formats. It is a web-based system providing learners 24 hours a day, 7 days a week online access to the teacher-managed course content, supports different learning styles, provides students with a large number of supervised practices. The platform MyEnglishLab contains lexical and grammatical tasks, audio materials listening and reading as well as watching videos. Tasks are performed in three stages: the formation of lexical and grammatical skills; improvement of language skills and using those phrases and sentences that were consolidated in the first stage in the dialogue with a computer; development of skills to use lexical and grammatical knowledge acquired during the previous two stages. The platform has options for choosing the number of attempts to perform both test exercises and training. In this article we present a research carried out among the freshmen of Yerevan State University Faculty of European Languages and Communication.

Language Learning in the United States of America

2008 ◽  
Vol 21 (3) ◽  
pp. 195-200 ◽  
Author(s):  
Abdelilah Salim Sehlaoui
Keyword(s):  
United States ◽  
Language Learning ◽  
United States Of America ◽  
The United States

scholarly journals International Students in American Pathway Programs: Learning English and Culture through Service-Learning

2015 ◽  
Vol 5 (4) ◽  
pp. 334-352
Author(s):  
Julie Miller ◽  
Becca Berkey ◽  
Francis Griffin
Keyword(s):  
United States ◽  
International Students ◽  
Service Learning ◽  
Language Learning ◽  
English Language ◽  
The United States ◽  
The Body ◽  
Demographic Shifts ◽  
Practical Factors ◽  
Learning English

As the number of international students studying in the United States continues to grow, the body of literature about service-learning in English Language Learning (ELL) curricula is growing in tandem. The primary goal of this paper is to explore how service-learning impacts the development and transition of pathway program students in the United States. Authors present recent demographic shifts in ELL student education, a concise introduction to pathway programs, an overview of literature about service-learning with international students, and theoretical and practical factors to consider for facilitators of Learning English and Culture through Service-Learning (LECSL) based on data from 250 students at Northeastern University.

Sign in / Sign up

Export Citation Format

Share Document