scholarly journals The Effects of Type and Quantity of Input on Iranian EFL Learners’ Oral Language Proficiency

2014 ◽  
Vol 3 (3) ◽  
pp. 124-129
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Efl Learners ◽  
Oral Language Proficiency

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa

2021 ◽  
Author(s):  
Jacobus Cilliers ◽  
Brahm Fleisch ◽  
Janeli Kotzé ◽  
Nompumelelo Mohohlwane ◽  
Stephen Taylor ◽  
...  
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Language Proficiency ◽  
Oral Language ◽  
Low Cost ◽  
Reading Proficiency ◽  
Home Language ◽  
Oral Language Proficiency ◽  
Virtual Coaching ◽  
Negative Effect

Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

scholarly journals Speech fluency: a result of oral language proficiency?

Linguistica ◽  
2012 ◽  
Vol 52 (1) ◽  
pp. 87-100 ◽  
Author(s):  
Vesna Požgaj Hadži ◽  
Damir Horga ◽  
Tatjana Balazic Bulc
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Cognitive Abilities ◽  
Speech Rate ◽  
Corpus Analysis ◽  
Articulation Rate ◽  
Speech Fluency ◽  
Research Participants ◽  
Oral Language Proficiency

The aim of this paper is to answer the question of the influence of language proficiency on speech fluency in relation to speakers’ other cognitive abilities by comparing the speech of research participants who speak Slovenian as L1 and Croatian as LF. By using the method of acoustic and corpus analysis, the values of speech rate, articulation rate, mean length of runs and the length and frequency of certain pauses are presented.

scholarly journals Language testing

2007 ◽  
Vol 40 (1) ◽  
pp. 63-64
Keyword(s):  
Bilingual Education ◽  
Language Proficiency ◽  
Oral Language ◽  
Systemic Functional Linguistics ◽  
Special Educational Needs ◽  
Code Theory ◽  
Oral Language Proficiency ◽  
Research Journal ◽  
Class Placement ◽  
Learning Focused

07–72Macken-Horarik, Mary (U Canberra, Australia), Recognizing and realizing ‘what counts’ in examination English: Perspectives from systemic functional linguistics and code theory. Functions of Language (John Benjamins) 13.1 (2006), 1–35.07–73Myklebust, Jon Olav (Volda U College, Norway; [email protected]), Class placement and competence attainment among students with special educational needs. British Journal of Special Education (Blackwell) 33.2 (2006), 76–81.07–74Pray, Lisa (Utah State U, USA), How well do commonly used language instruments measure English oral-language proficiency?Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 387–408.07–75Rea-Dickins, Pauline (U Bristol, UK; [email protected]), Currents and eddies in the discourse of assessment: A learning-focused interpretation. International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 163–188.

The Role of the Speech-Language Pathologist in Whole Language

1990 ◽  
Vol 21 (4) ◽  
pp. 228-237 ◽  
Author(s):  
Carol E. Westby
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Oral Language ◽  
Whole Language ◽  
Learning Disabled ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Programs ◽  
Oral Language Proficiency ◽  
Speech Language Pathologist

Many schools are implementing whole language methodology in the teaching of reading and writing. Whole language programs assume that children have a certain degree of oral language proficiency. For language-learning disabled students, such assumptions may be incorrect. The whole language literacy movement provides an excellent opportunity for speech-language pathologists to work as an integral part of the school team seeking to build literacy. This article presents a framework for understanding the pragmatic, semantic, syntactic, text, and phonological aspects of language that underlie both oral and written communication and gives suggestions for ways speech-language pathologists can assess children's language skills that are essential for success in a whole language program.

Sign in / Sign up

Export Citation Format

Share Document