scholarly journals The Effect of Translating English into First Language in EFL Classroom: The Case of Two Secondary Schools

2019 ◽  
Keyword(s):  
Secondary Schools ◽  
First Language

scholarly journals The limitations of conducting collaborative argumentation when teaching argumentative essays in Malaysian secondary schools

2021 ◽  
Vol 8 (3) ◽  
pp. 1111-1122
Author(s):  
Aireen Aina Bahari ◽  
Haddi Junaidi Kussin ◽  
Raja Nor Safinas Raja Harun ◽  
Misrah Mohamed ◽  
Norfaizah Abdul Jobar
Keyword(s):  
Secondary Schools ◽  
Time Pressure ◽  
First Language ◽  
Thinking Skills ◽  
Class Discussion ◽  
Esl Teachers ◽  
Essay Writing ◽  
Five Factors ◽  
Collaborative Argumentation ◽  
Argumentative Essays

The writing of argumentative essays promotes higher-order thinking skills amongst students regardless of their level of studying only when it involves collaborative argumentation. Hence, argumentation researchers recommend that teachers use group argumentation to teach argumentative essays since Vygotsky’s sociocultural theory believed that group argumentation improves students’ writing skills. The study’s objective is to explore the use of group argumentation during the teaching of argumentative essays in English as a Second Language (ESL) classrooms in Malaysia. Hence, the involvement of practitioners is significant so that the full extent of the problem is known rather than being interpreted solely by researchers. This qualitative study was conducted on nine ESL teachers through convenience sampling. Data was collected through online interviews and analyzed using thematic analysis. The findings demonstrated that ESL teachers did not practice group argumentation when teaching argumentative essays. They resorted to the whole-class discussion instead. Five factors contribute to the negligence of group argumentation in ESL classrooms, that is, time, pressure to deliver curriculum, students’ attitude, students’ speaking skills, and the use of the first language (L1). The findings indicated that it is necessary to promote the teaching of argumentative essay writing using group argumentation as one of the teaching approaches in secondary schools to ensure students reap the benefits of collaborative learning to improve their argumentation skills.

scholarly journals Immigrant Students Navigating Canadian Schools: A Longitudinal View

2012 ◽  
Vol 29 ◽  
pp. 142 ◽  
Author(s):  
Lee Gunderson ◽  
Reginald Arthur D’Silva ◽  
Dennis Murphy Odo
Keyword(s):  
Academic Success ◽  
Secondary Schools ◽  
Postsecondary Education ◽  
Primary Education ◽  
Immigrant Students ◽  
First Language ◽  
School Mobility ◽  
Language Achievement ◽  
Educational History ◽  
Longitudinal View

Findings are presented from studies of the academic and language achievement of 1,307 young immigrant students whose educational history was traced from their arrival in Canada and entry into primary education in the early 1990s until their graduation from secondary schools. Five major findings are reported: school mobility, disappearance and dropout rates, success in provincial examinations, eligibility for postsecondary education, and ethnolinguistic differences in academic success. Findings reveal distinct differences in academic success related to immigrant class, gender, and first language (L1), whereas differences related to age on arrival (AOA) are less apparent. These and other findings are reported and described, and implications for pedagogical policy are presented.

scholarly journals A Survey of University Policy Makers' Preferences and Expectations for Provincial Examinations

1985 ◽  
Vol 15 (3) ◽  
pp. 9-21
Author(s):  
Ross E. Traub ◽  
Leslie D. McLean
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Telephone Interview ◽  
First Language ◽  
Strong Support ◽  
School Program ◽  
Policy Makers ◽  
University Policy ◽  
Admission Policies

A survey was conducted of persons responsible for making undergraduate admission policies at Ontario universities to ascertain their preferences and expectations for provincial examinations. Fifty-eight individuals, at least two from each university, responded to a series of questions by telephone interview or questionnaire. Strong support was expressed for the reintroduction of provincial examinations for mathematics and first language (English or français) courses in the final year of the secondary school program. Most respondents rejected the use of scores on province-wide examinations for rating secondary schools and adjusting school marks. Instead, they expressed a preference for having applicants report both teacher-assigned course marks and provincial examination scores.

scholarly journals Evaluating the Use of Kurdish in Efl Classes at Secondary Schools in Duhok City: A Teacher’s Perspective

2020 ◽  
Vol 9 (2) ◽  
pp. 284
Author(s):  
Asma A. Hussein ◽  
Hamza Zeebaree
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Language Teachers ◽  
Ongoing Debate ◽  
English Language Teachers ◽  
Teacher's Perspective

This study examines the use of first language (L1) in secondary school EFL classes in Duhok city in the Kurdistan Region - Iraq. The use of L1 in EFL classes has been an ongoing debate among researchers and practitioners across the globe especially as regards its role as a facilitator of, or a hinderance/barrier to the teaching of English. Hence, the researcher aims to discover whether or not the use of Kurdish facilitates the teaching of English, in secondary schools in Duhok city. In addition, the researcher aims at finding out on what basis do teachers decide to use L1 and for what purposes do they use it. In this study, among the participants were 50 English language teachers from different secondary schools in Duhok city. The data were collected through interviews. The results indicated that the use of L1 (Kurdish) facilitates teaching of foreign language (FL) and that a balanced and judicious use of L1 in the EFL classroom by teachers can be useful in the language learning process especially with regard to grammar and vocabulary instruction.

scholarly journals IDEES ENTORN DEL LLENGUATGE I DE LES LLENGÜES A L’ENSENYAMENT SECUNDARI PÚBLIC DE BARCELONA: VISIBILITAT, DIVERSITAT I CORRECCIÓ

2007 ◽  
Vol 21 (1) ◽  
pp. 175-205
Author(s):  
Pere Comellas
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Linguistic Diversity ◽  
Secondary School Teachers ◽  
First Language ◽  
Language Teachers ◽  
School Teachers ◽  
Language Varieties ◽  
Linguistic Representations ◽  
Official Status

This article presents and discusses the results of a questionnaire completed by 74 secondary school teachers in Barcelona. The topics of the questionnaire revolved around linguistic representations, especially those relating to the visibility of linguistic diversity in secondary schools (e.g., the need to preserve languages, representations of language varieties, and so on). The responses from the teachers show considerable variation in their awareness of the presence of different languages in their surroundings; and make clear that identification with a state and the official status of a language are factors that contribute to creating visibility over and above the size of the community in the environment or the overall number of speakers. The data also reveal a certain degree of incoherence between general principies and concrete situations, and between situations close to the teachers (related to their own language) and alien situations. Finally, the results are related to variables that describe the language teachers, such as their age, first language, and the department to which they belong in the secondary school.

scholarly journals English phonological errors by Kimakunduchi speaking EFL learners in Zanzibar

2020 ◽  
pp. 121-141
Author(s):  
Salim A. Mohamed ◽  
Erasmus A. Msuya
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Quantitative Research ◽  
English Language ◽  
First Language ◽  
Research Approach ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Phonological Errors ◽  
Consonant Sounds

The aim of the present study was to find the phonological errors on segmental level involving selected consonant sounds which are produced by Kimakunduchi speaking English as Foreign Language (EFL) learners in Zanzibar. Specifically, the study sought to provide the evidence of cross-linguistic influence involving phonological transfer on segmental level. The study employed two sampling techniques: stratified and random sampling. The data for this study were collected from three secondary schools located at Makunduchi district in Unguja Island –Makunduchi, Kusini, and Kizimkazi secondary schools – using the oral interview and observation. The data were analyzed with the use of both qualitative and quantitative research approach. The study was guided by the transfer theory (reference needed) which was one of the components of Selinker’s (1992: 209) interlanguage theory. The findings revealed that, to a large extent, native Kimakunduchi speakers of EFL tended to transfer the sounds existing in their L1, or even in Kiswahili, into English. The transfer was done because of the nonexistence of the particular sound in the students’ native language or because of the discrepancy of spelling and pronunciation in English language. The study concludes that an articulation of vowels is more complex compared to consonants because of their absence in the first language (L1) or because of the confusion of spelling and pronunciation in English as FL. Thus, the study recommended that serious measures should be taken from both education holders to make sure that the learners could be able to pronounce English phonemes/words correctly.

Adaptation of the Connected Speech Test: Rerecording and Passage Equivalency

2020 ◽  
Vol 29 (2) ◽  
pp. 259-264 ◽  
Author(s):  
Hasan K. Saleh ◽  
Paula Folkeard ◽  
Ewan Macpherson ◽  
Susan Scollie
Keyword(s):  
Speech Perception ◽  
North American ◽  
First Language ◽  
Intraclass Correlation ◽  
Normal Hearing ◽  
Connected Speech ◽  
Internal Reliability ◽  
Speech Test ◽  
The Mean ◽  
Unit Standard

Purpose The original Connected Speech Test (CST; Cox et al., 1987) is a well-regarded and often utilized speech perception test. The aim of this study was to develop a new version of the CST using a neutral North American accent and to assess the use of this updated CST on participants with normal hearing. Method A female English speaker was recruited to read the original CST passages, which were recorded as the new CST stimuli. A study was designed to assess the newly recorded CST passages' equivalence and conduct normalization. The study included 19 Western University students (11 females and eight males) with normal hearing and with English as a first language. Results Raw scores for the 48 tested passages were converted to rationalized arcsine units, and average passage scores more than 1 rationalized arcsine unit standard deviation from the mean were excluded. The internal reliability of the 32 remaining passages was assessed, and the two-way random effects intraclass correlation was .944. Conclusion The aim of our study was to create new CST stimuli with a more general North American accent in order to minimize accent effects on the speech perception scores. The study resulted in 32 passages of equivalent difficulty for listeners with normal hearing.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

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