scholarly journals The Effects of L2 Reading Skills on L1 Reading Skills through Transfer

2016 ◽  
Vol 9 (9) ◽  
pp. 28
Author(s):  
Gonca Altmisdort
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Curriculum Design ◽  
English Language ◽  
Reading Skills ◽  
Reading Test ◽  
Skills Transfer ◽  
L2 Reading ◽  
Language Curriculum ◽  
Positive Effects

<p>This study investigated whether transfer from L2 to L1 in reading occurs, and if so, which reading sub-skills are transferred into L1 reading. The aim is to identify the role of second language reading skills in L1 reading skills by means of transfer. In addition, the positive effects of the second language transfer to the first language in the context of reading skills and sub-skills were analyzed. Fifty-three native Turkish-speaking adults English language learners were tested in this study. These participants were university students who had the same L1 Turkish proficiency backgrounds. While 26 students took L2 reading courses for four months, the other 27 students did not take any L2 reading courses. After four months of L2 reading courses, these two groups were given a standard L1 (Turkish) reading test. The Turkish reading test included vocabulary, comprehension, grammar and reading sub-skills questions. The results revealed that L1 reading skills were affected positively by the L2 reading skill transfer. The study reveals which L1 reading sub-skills are more developed by L2 reading skills transfer. For further studies, the correlations in L1 and L2 courses may open a way in language curriculum design. Both courses can be designed as an adjunct course formulated on the skill-based syllabus model, and reading skills can be transferred cross-linguistically. Thus, L2 reading proficiency will be transferred to L1 proficiency.</p>

Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

2019 ◽  
Vol 52 (3) ◽  
pp. 220-231 ◽  
Author(s):  
Caralyn Ludwig ◽  
Kan Guo ◽  
George K. Georgiou
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Reading Accuracy ◽  
Positive Effects

Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs’ reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students’ risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs’ reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs’ reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.

scholarly journals Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

2019 ◽  
Vol 28 (2) ◽  
pp. 82-95
Author(s):  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Novice Teachers ◽  
Language Learners ◽  
English Language ◽  
Target Language ◽  
Bachelor Of Education ◽  
Longitudinal View ◽  
Core French ◽  
Teachers Perspectives

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages.  With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. 

Designing an English Curriculum for Everyone

2018 ◽  
pp. 87-108
Author(s):  
Angela Bailey ◽  
Nayibe Rosado ◽  
Lourdes Rey
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Broad Spectrum ◽  
Curriculum Design ◽  
English Language ◽  
Language Policies ◽  
Language Curriculum ◽  
English Curriculum ◽  
Foreign Language Curriculum

In this chapter, the authors demonstrate a practical view of a foreign language curriculum development in Colombia. Within the chapter, they give a brief description of language policies that guided the curriculum; a discussion of the research framework, methods, and data collection; and a reflection of the choices made with regard to education, language, and language learning. By triangulating existing policies, contextual and conceptual needs analyses, and existing classroom practices, the authors demonstrate a collaborative and flexible means of meeting foreign language teaching across a broad spectrum of inconsistencies. Conclusions review and discuss the importance of maintaining an open and adaptable perspective throughout foreign language curriculum design while establishing and creating a working, flexible English language curriculum.

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

2018 ◽  
pp. 41-57 ◽  
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Identity Formation ◽  
Language Learners ◽  
English Language ◽  
Critical Issue ◽  
The United States ◽  
Bilingual Students ◽  
Policy And Practice ◽  
Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

The Effects of the Initial English Language Learner Classification on Students’ Later Academic Outcomes

2017 ◽  
Vol 40 (2) ◽  
pp. 175-195 ◽  
Author(s):  
Nami Shin
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Regression Discontinuity ◽  
Language Learner ◽  
Elementary Grades ◽  
Regression Discontinuity Design ◽  
State Laws ◽  
Positive Effects

Despite federal and state laws and regulations that require states and local districts to provide English language learners (ELLs) with support services, prior research has indicated that ELLs are, in general, lagging behind non-ELLs in academic achievement. An unanswered question is whether the initial designation of students as ELL influences their later academic achievement and how. Using a regression discontinuity design, this study compares the outcomes for students near the cutoff for being initially classified as ELL and initially fluent English proficient (IFEP) students. Among students near the cutoff, the classification had significant positive effects on ELLs’ academic achievement in elementary grades and, to some extent, in the later grades.

scholarly journals Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

2016 ◽  
Vol 18 (3) ◽  
pp. 22 ◽  
Author(s):  
Emily Ferlis ◽  
Yaoying Xu
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Specific Learning Disabilities ◽  
Esl Teachers ◽  
Latino English Language Learners ◽  
Latino Ells ◽  
Specific Learning

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi’s (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based interventions and progress-monitoring in the prereferral process with Latino ELLs. Data analysis also indicated negative participant perceptions of parental and school-level influence on the identification process.  Key concerns about the identification of Latino ELLs with specific learning disabilities (SLD) are presented, raising questions about current practices in school districts with small ELL populations.

Cross-linguistic transfer in second language reading

2008 ◽  
Vol 41 (4) ◽  
pp. 497-508 ◽  
Author(s):  
Keiko Koda ◽  
Pooja Reddy
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Reading Skills ◽  
First Language ◽  
Second Language Reading ◽  
Academic Learning ◽  
L2 Acquisition ◽  
Skills Transfer ◽  
Linguistic Transfer ◽  
Cognitively Demanding Tasks

Research on reading skills transfer has taken shape in two major disciplines: second language (L2) acquisition and reading. Inevitably, its evolution reflects major conceptual shifts in their respective research sub-fields. In L2 research, as a case in point, transfer was initially viewed as interference stemming from first language (L1) structural properties. This view, however, was significantly altered by the subsequent postulation that the language proficiency underlying cognitively demanding tasks, such as literacy and academic learning, is largely shared across languages, and therefore, once acquired in one language, it promotes literacy development in another (Cummins 1979). Reflecting the latter view, the current conceptualizations of transfer uniformly underscore the facilitative nature of previously learned competencies as resources available to L2 learners (e.g. Genesee et al. 2007; Koda 2008).

scholarly journals Challenges Facing the Nigerian Teacher of English Language.

2019 ◽  
pp. 265-271
Author(s):  
Oguamanam Ann Dibugo
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Effective Teaching ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Environment ◽  
Effective Teaching And Learning

This paper sets out to investigate the challenges facing the Nigerian teacher of English language in order to boost effective teaching and learning of the language. The importance of English language in our Nigerian society is glaring and the teacher of English is an important agent in the achievement of proficiency in the spoken and written English. The teacher encounters a lot of challenges in the process of imparting knowledge to English language learners in a second language environment. This study also examines the place of English language in Nigeria, the expected roles of the teacher and proffers some recommendations to these challenges facing the Nigerian teacher of English language.

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