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Relevant bibliographies by topics / CALP: Cognitive/Academic language proficiency

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Academic literature on the topic 'CALP: Cognitive/Academic language proficiency'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "CALP: Cognitive/Academic language proficiency"

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Nazakat, Muhammad Imran, and Adil Khan. "Enigma of Medium of Instruction and Cognitive Academic Proficiency of the Learners." Global Regional Review IV, no. II (2019): 514–20. http://dx.doi.org/10.31703/grr.2019(iv-ii).54.

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The role of language in education in Pakistan has been a source of contention among educationalists, researchers, and intellectuals. The educational policymakers were unable to decide the proper function of any language in education. As a result, English and Urdu medium of instruction policies in Pakistan have often been tossed out. The current research is the outcome of two sources of inspiration. The first source of inspiration was a federal policy enacted in 2003 regarding the medium of instruction, which mandated that science subjects in government schools be taught in English beginning in

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Kim Yoon Joo. "Structuring CALP(Cognitive Academic Language Proficiency) Units of Korean Language Textbook for Multicultural Student." Bilingual Research ll, no. 50 (2012): 25–46. http://dx.doi.org/10.17296/korbil.2012..50.25.

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Appel, René. "Mustafa op de Mavo." Nederlands als tweede taal 22 (January 1, 1985): 65–72. http://dx.doi.org/10.1075/ttwia.22.06app.

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In this article the results of an explorative study of the Dutch language proficiency of advanced second-language learners are presented. The proficiency in Dutch of a group of 17 students from non-indigeneous linguistic minority groups was compared with the Dutch proficiency of 17 native age-mates. In each group, 16 of the 17 students went to a 'MAV0', an intermediate level of secondary education. Their Dutch language skills were measured by analyzing spontaneous language samples and by administering some tests. In general, the second-language learners (the A-group) were shown to have a lower

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Chimpololo, Andrew. "ASSESSING PUPILS’ LANGUAGE PROFICIENCY IN A BILINGUAL EDUCATION PROGRAMME: INSIGHTS FROM TWO PRIMARY SCHOOLS IN MALAWI." Buckingham Journal of Language and Linguistics 3 (September 16, 2010): 1–10. http://dx.doi.org/10.5750/bjll.v3i0.20.

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Assessment in bilingual education is fundamental as far as cognitive academic language competence (CALP) is concerned. Teachers have to continuously evaluate the level of their pupils’ linguistic competence to accordingly tailor instruction towards the attainment of CALP (Cloud, Genesee and Hamayan 2000). This paper presents the findings of a study that investigated the assessment techniques used by teachers at two primary schools in Malawi’s transitional bilingual education programme. The results indicate a monotonous use of standardized assessment tools such as written exercises, oral assign

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Firpo, Elena. "Development of CALP through ICT and Lexical Approach in Second Generation Foreign Students." European Journal of Multidisciplinary Studies 5, no. 1 (2017): 112. http://dx.doi.org/10.26417/ejms.v5i1.p112-121.

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The public Italian School is a multicultural school: 51% of foreign students were born in Italy or arrived before starting primary school and their academic performance is lower than average, as verified by the Ministry of Education (MIUR 2015) and confirmed by a research group of Genoa University that assessed pupils’ prior knowledge in an elementary school. Consequently two research questions have been formulated:;1. A second generation foreign student has the same CALP (Cognitive Academic Language Proficiency, Cummins 1979) as an Italian student? 2. Can the development of CALP both in Itali

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Lorenzo, Francisco, and Leticia Rodríguez. "Onset and expansion of L2 cognitive academic language proficiency in bilingual settings: CALP in CLIL." System 47 (December 2014): 64–72. http://dx.doi.org/10.1016/j.system.2014.09.016.

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Lorenzo, Francisco, and Fernando Trujillo. "Languages of schooling in European policymaking: present state and future outcomes." European Journal of Applied Linguistics 5, no. 2 (2017): 177–97. http://dx.doi.org/10.1515/eujal-2017-0007.

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AbstractEuropean language policies have unfolded under the umbrella of the Council of Europe and the European Commission over the last past decades. The major goal has been so far to handle autochthonous multilingualism and preserve language diversity. Major developments in this area has been followed by new political and educational targets. The first one is the spread of high levels of cognitive academic language proficiency (CALP) across all the student population. High CALP levels imply the acquisition of high order skills triggered by the practice of advanced language structures at school

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Roessingh, Hetty. "Variability in ESL Outcomes: The Influence of Age on Arrival and Length of Residence on Achievement in High School." TESL Canada Journal 26, no. 1 (2008): 87. http://dx.doi.org/10.18806/tesl.v26i1.392.

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This article integrates findings from earlier research (Roessingh and Kover, 2003; Roessingh, Kover, and Watt, 2005) linking distinct patterns of achievement for diverse age-on-arrival (AOA) cohorts of ESL learners on the grade 12 Alberta English language arts (ELA) examination to their vocabulary and reading comprehension scores on a standardized measure over time. Recasting the data and conducting simple statistical procedures can offer further insights into the features of cognitive academic language proficiency (CALP): the relationship between vocabulary development and academic performanc

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Ashcraft, Nikki. "Overcoming Language Barriers in Content-Area Instruction." Learning and Teaching in Higher Education: Gulf Perspectives 3, no. 1 (2006): 20–30. http://dx.doi.org/10.18538/lthe.v3.n1.03.

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As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the language ofinstruction, instructors in all disciplines face the challenge of teaching theircourses in English to students who have learned (and who are continuing tolearn) English as a foreign language. This article reviews theories and practicesfrom the field of Applied Linguistics and Teaching English as a SecondLanguage (TESOL) which can help content-area instructors understand andreach these learners. Second language acquisition research has produced sev

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Nyoni, Erick. "A Geography Teacher's Responsiveness to the Cognitive Academic Language Proficiency (CALP) Needs of Zimbabwean English Second Language (ESL) Learners in Syllabus Interpretation and Instructional Design." Journal of African Education 2, no. 1 (2021): 149–77. http://dx.doi.org/10.31920/2633-2930/2021/v2n1a7.

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Dissertations / Theses on the topic "CALP: Cognitive/Academic language proficiency"

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Grigorenko, Margaret. "Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?" Cedarville University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1116340990.

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Akinyeye, Caroline Modupe. "Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria." University of the Western Cape, 2015. http://hdl.handle.net/11394/5089.

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Philosophiae Doctor - PhD<br>Nigeria is one of the most multilingual nations in Africa which consists of over 450 languages (Adegbija, 2004; Danladi, 2013). It has a population of more than 150 million people, with three major languages, namely Hausa, Yoruba and Igbo, and a number of minority languages. Despite its linguistic and cultural diversity, English is the main medium of instruction from primary to tertiary education. The negative effects of learning through the medium of English second language (L2) are evidenced in the learners’ poor achievement in the external examination results of

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Wang, Fu-Chuan. "An integration of cognitive academic language proficiency and content-based instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2297.

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Gardener, Malinda. "Support strategies used by foundation phase teachers to develop cognitive academic language proficiency." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2492.

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Thesis (MEd (Education)--Cape Peninsula University of Technology, 2016.<br>The study explores how teachers, in English medium Foundation Phase classrooms, use support strategies to improve Cognitive Academic Language Proficiency (CALP) in learners whose home language is not English. The research design adopted for this study was an ethnographic case study that was analysed through qualitative methods at one primary school in the Western Cape. The participants were three teachers in their Foundation Phase classes, chosen on the basis of the phenomenon studied. The focus was to evaluate ho

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Arendse, Danille. "Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz language survey on matched sample groups." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/3156.

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The diversity embodying South Africa has emphasized the importance and influence of language in education and thus the additive bilingual programme is being implemented in the Eastern Cape by the ABLE project in order to realize the South African Language in education policy (LEiP).In accordance with this, the Woodcock Munoz Language Survey (which specializes in measuring cognitive academic language proficiency) was chosen as one of the instruments to evaluate the language outcomes of the programme and was adapted into South African English and isiXhosa.The current study was a subset of the AB

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Mattsson, Kershaw Anneli. "Academic English in CLIL-programs : Classroom practices that promote or hinder proficiency inacademic English vocabulary." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27458.

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English CLIL-instruction in Sweden is supposed to be beneficial to students who want to improve their academic English vocabulary proficiency in preparation for studies or employment abroad. However, recent research shows that there is no difference in academic English proficiency between students in upper secondary school CLIL-programs and students in regular upper secondary schools in Sweden. Furthermore, educational researchers question if CLIL-programs in Sweden qualify to be defined as CLIL-instruction since Swedish translanguaging is extensively used which does not make the programs 100%

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Ismail, Ghouwa. "Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9609_1305113932.

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<p>In the majority of the schools in South Africa (SA), learners commence education in English. This English milieu poses a considerable challenge for English second-language speakers. In an attempt to bridge the gap between English as the main medium of instruction and the nine indigenous languages of the country and assist with the implementation of mother-tongue based bilingual education, this study focuses on the cross-validation of a monolingual English test used in the assessment of multilingual or bilingual learners in the South African context. This test, namely the Woodcock Mu&ntilde<

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Roomaney, Rizwana. "Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7549_1306830207.

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<p>This study formed part of a larger project that is concerned with the adaptation of a test of cognitive academic language proficiency, the Woodcock Mu&ntilde<br>oz Language Survey (WMLS). The WMLS has been adapted from English into isiXhosa and the present study is located within the broader study that is concerned with establishing overall equivalence between the two language versions of the WMLS. It was primarily concerned with the Verbal Analogies (VA) scale. Previous research on this scale has demonstrated promising results, but continues to find evidence of some inequivalence. This stu

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Layton, Delia. "'Talk deep to write deeper': an exploration of the value of talk in developing cognitive academic language proficiency (CALP)." Thesis, 2009. http://hdl.handle.net/10539/6873.

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ABSTRACT The purpose of this research was to discover the value of ‘deep’ talk in developing Cognitive Academic Language Proficiency (CALP), with primary focus on a group of ‘under-prepared’ first year university students for whom English is an additional language (EAL), who were registered for an ‘extended degree’ in the Faculty of Humanities at the University of Johannesburg, Kingsway campus. The method of research was qualitative and took the form of a teaching intervention in which groups of students voluntarily participated in the performance of different learning activities (such

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Saneka, Nora. "Barriers and bridges : child participation, second-language learning and the cognitive development of the young child." Diss., 2014. http://hdl.handle.net/10500/13891.

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The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a

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Books on the topic "CALP: Cognitive/Academic language proficiency"

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Grigorenko, Margaret. Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores? Cedarville University, 2005. http://dx.doi.org/10.15385/tmed.2005.2.

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Book chapters on the topic "CALP: Cognitive/Academic language proficiency"

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Anderberg, Emily. "Persistent reading difficulty despite improved focus on a stimulant medication." In Child and Adolescent Psychiatry. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197577479.003.0002.

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Specific learning disorder is a developmental disorder characterized by difficulties learning a specific academic skill (reading, written expression, or mathematics), leading to substantially reduced achievement compared to same-age peers. Attention-deficit/hyperactivity disorder is a common comorbidity. Low academic performance must not be attributable to a more general condition such as intellectual disability, lack of educational opportunity, or low language proficiency. The learning difficulties are present from the early school years. The diagnostic assessment includes standardized academic achievement testing, review of academic records, and cognitive testing to rule out intellectual disability. Treatment includes specialized multimodal educational interventions in conjunction with academic accommodations. Pharmacologic treatment of comorbid psychiatric disorders may provide indirect benefit by helping the child better access educational interventions.

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Goda, Yoshiko, and Masanori Yamada. "Application of CoI to Design CSCL for EFL Online Asynchronous Discussion." In Educational Communities of Inquiry. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2110-7.ch014.

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This chapter provides suggestions on how to apply the Community of Inquiry (CoI) framework to design computer-supported collaborative learning (CSCL) for English as foreign language (EFL) learning. Online asynchronous discussion was the focus. A case study (five discussion activities with 42 students at a university in Japan) was used to investigate the relationships between a CoI and (1) EFL learners’ participation level, (2) their satisfaction with online discussion, (3) their perceived contributions to the discussion groups, (4) English proficiency as a foreign language, and (5) their interactions during the discussion. Suggestions were developed based on the study results: (1) students must be supported to establish open communication of social presence (SP) for productive participation, (2) teaching presence (TP) and cognitive presence (CP) indicated students’ satisfaction, (3) the design and organization of TP and the open communication of SP should be considered for student contributions to a learning community, (4) The CSCL activities may provide opportunities to practice English for all level students, and (5) students need help to establish SP first and then shift their focus to academic purposes. The results and discussion lead to the importance of the careful design of CSCL, including problem identification for assigned activities.

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Conference papers on the topic "CALP: Cognitive/Academic language proficiency"

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Gerasimova, Alyona, Nataliya Aristova, Leila Salekhova, and Ksenia Grigorieva. "DEVELOPING COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) VIA BILINGUAL EDUCATION: INTERNATIONAL BACCALAUREATE EXPERIENCE IN KAZAN, RUSSIA." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0779.

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Seloma, Portia, and Sam Ramaila. "PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN TEACHING LEARNERS TAKING ENGLISH AS FIRST ADDITIONAL LANGUAGE IN LIFE SCIENCES CLASSROOMS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end020.

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This study examined pedagogical practices adopted by teachers when teaching learners taking English as First Additional Language in Life Sciences classrooms. The inquiry adopted a generic qualitative design located within the interpretivist paradigm and involved purposively selected Life Sciences teachers and grade 10 learners from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. The empirical investigation is underpinned by the Cognitive Academic Language Proficiency (CALP) as the underlying theoretic

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Zhukova, Arina, Tatiana Kudoyarova, Ivan Leonov, and Ekaterina Budnik. "Reflection as a Component of an Intercultural Educational Project: Case Study in the Pushkin State Russian Language Institute." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3105.

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The abstract should provide a comprehensive summary of the work performed, including the motivation of the research, aim of the research, methods of the research, main results of the research, contribution to the theory and practice of the research. For nine years, the Pushkin State Russian Language Institute has been successfully using the educational and teaching technology - intercultural educational project (IEP) - in teaching Russian as a foreign language. The goal of the project is to ensure intercultural communication among all the participants: foreign students and Moscow schoolchildre

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