Relevant bibliographies by topics / Cognitive Academic Language Proficiency (CALP)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Cognitive Academic Language Proficiency (CALP)'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Cognitive Academic Language Proficiency (CALP)"

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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 (June 30, 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 grade six. The findings of the study show that the academic capacity of the students is not impeded even if they have local language literacy. The findings reconcile with Cummin's CALP notion, and it is suggested for the policymakers that the native languages of the learners need not be sacrificed for the English language.
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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 (October 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 Dutch language proficiency than the native students (the N-group), and especially with respect to their scores on the tests. It was tentatively concluded that the students from the Α-group had a Dutch language deficiency in the area of Cognitive Academic Language Proficiency. Their Basic Interpersonal Communicative Skills (the concepts CALP and BICS are borrowed from Cummins' theoretical framework) were more or less similar to the skills of native Dutch students. Students from linguistic minority groups might succeed in higher levels of secondary education if their CALP were brought to a higher level, since CALP correlates strongly with the kind of language proficiency demanded in school.
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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 assignments and end-of-term tests. The teachers seem not to realize that performance evaluation is an on-going process that constantly provides important feedback on pupils’ academic language proficiency. The teachers also ignore the focus on high-level cognitive abilities in their assessment. Furthermore, there is little variety in their choice of assessment methods to accurately measure different aspects of the pupils’ linguistic competence. To the contrary, research advocates that varied and continuous assessment techniques are the best ways of evaluating pupils’ academic performance in bilingual education programmes.
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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 (May 19, 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 Italian and Spanish give significant results? If so, which ones? The project LI.LO (acronym of Lingua Italiana, Lingua di Origine) aims to study relations between heritage language and second language acquisition in CALP. It also has the purpose to build bilingualism programs in the public middle school by using ICT (Information and Communication Technologies) in order to improve academic proficiency and study skills in both languages. This paper wants to show the two basic phases of the project: in the first phase the researchers collected data about students’ linguistic prior knowledges and skills, showing a better competence in the section of the pre-test related to the lexicon. The analysis of the first phase was used to consider aims and guidelines for the bilingual course LI.LO. The method has been the Lexical Approach (Lewis, 1993, 1997) . Secondly the researchers opened the course on a platform CLAT/Clire, in which they put materials in both languages. ICT were used in many activities. In the contribute it will be shown analysis, results and further perspectives of the project.
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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 (September 5, 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, mostly through language across the curriculum schemes. Secondly, their interests lie in the development of second language instruction competence (SLIC); i.e. the ability to process school content in a variety of languages so that multilingual education does not affect communicative levels only. CALP and SLIC will mark the political goals for language policy in the nearby future and it so happens that languages of schooling provide a framework to operationalize these goals. Following on past research on European multilingual language policies, this paper intends to explore the means to make this language policy happen in schools. The major concepts, innovations and policies discussed will be illustrated with examples from the course of History.
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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 (November 24, 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 performance. I consider ESL program effects and the connection between age on arrival, vocabulary size, and achievement outcomes as reflected on the ELA examination. I compare the ESL students' scores with those of a random sample of their native-speaking (NS) academic counterparts to note patterns among the various cohorts of learners. The results suggest that measures of language proficiency (e.g., vocabulary) can be used to gain direct insights into students' academic achievement. This work has important implications for the development of theoretical growth models that would establish language-learning trajectories of good ESL progress for varied AOA and lengths of residence (LOR) fitted against a NS trajectory.
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Ashcraft, Nikki. "Overcoming Language Barriers in Content-Area Instruction." Learning and Teaching in Higher Education: Gulf Perspectives 3, no. 1 (June 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 several concepts ofinterest to content-area instructors. Krashen’s theory of comprehensible inputfocuses on the language used by the instructor, while Swain’s of comprehensibleoutput emphasizes providing opportunities for students to produce language. Cummins differentiates between two types of language proficiency: BasicInterpersonal Communication Skills (BICS), which are needed for dailyinteractions, and Cognitive Academic Language Proficiency (CALP), which isrequired for academic tasks. Interlanguage and first language interference mayalso influence students’ second language production in classroom settings. Specific classroom practices for improving students’ language comprehensionand facilitating content learning are recommended. These include modifyingspeech, using visual aids, utilizing a variety of questioning techniques, andextending the time instructors wait for students to respond. Instructors canemploy strategies, such as mind-mapping and quickwriting, to activate students’linguistic and conceptual schemata at the beginning of a lesson. Scaffoldingprovides structure and support for students to complete tasks until they are ableto realize them on their own. Collaborative/cooperative learning lowers students’affective filters and offers opportunities for participation and language practice. Graphics illustrate some of the suggested practices.
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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 (April 30, 2021): 149–77. http://dx.doi.org/10.31920/2633-2930/2021/v2n1a7.

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Dissertations / Theses on the topic "Cognitive Academic Language Proficiency (CALP)"

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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
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 the National Examination Council (NECO) and the West African Examination Council (WAEC). There is an assumption that learners’ poor performance in English (L2) is due to little attention given to English writing in schools, and the use of less appropriate or effective teaching approaches (Babalola, 2011). There is a special concern about the poor writing proficiency levels of learners, particularly in the Junior Secondary School (JSS) phase which is an exit to Senior Secondary School level where learners are expected to show strong academic literacy skills. Writing is a process which is central to learners’ learning across the curriculum and it enables learners not only to access knowledge from different sources, but also to display the acquired knowledge in different domains. Learners’ poor writing skills are a great concern given that English (L2) is the main medium of instruction at all levels of education in Nigeria. In light of the above, this study set out to explore the pedagogical strategies and problems encountered by both teachers and learners in English (L2) academic writing in Junior Secondary School (JSS 3) classrooms in the Ekiti State, Nigeria. Guided by Second Language Acquisition theory, the study explored the factors that influence second language learning, in relation to the sociocultural and contextual factors that influence learners’ writing abilities. Through the lens of the Genre Pedagogical Theory and the Social Constructivist theory, it investigated teachers’ pedagogical strategies in English (L2) writing, and analysed learners’ written texts in order to understand the extent to which they reflected the features of specific genres that support learners’ writing skills. Four JSS3 teachers in three schools were purposively selected to participate in the study. The study employed a qualitative research paradigm, underpinned by the interpretive theory. Through the use of an ethnographic design, the day-to-day happenings such as thoughts and engagements of both teachers and students in the English (L2) lessons were observed and recorded by means of an audio-recorder in order to build a comprehensive record of the participants’ practice in the classroom. In addition, both semi-structured and unstructured interviews were conducted with the individual teachers. The students’ written texts and other relevant documents were collected and analysed for the purpose of data triangulation. Ethical considerations such as informed consent, voluntary participation, respect and anonymity of participants were observed throughout the study. In this study, the findings show that the teaching of English (L2) writing is still a challenge to many teachers due to a variety of factors which include linguistic, pedagogical and structural factors. As a result, learners’ academic writing suffers, especially writing to learn at secondary school level. Specifically, the findings of this study indicate that the teachers made use of traditional teaching approaches in the teaching of English (L2) writing as against the approaches recommended in the curriculum. The study also reveals that most of the JSS(3) students’ level of proficiency in English writing is below the expected levels stipulated in the curriculum document, although some of them displayed good basic interpersonal communication skills (BICS), Other contributing factors to the learners’ low academic writing proficiency in English (L2) include teachers’ limited understanding and application of the Genre-Based Approach in teaching writing, inadequate language teaching and learning resources, learners’ limited exposure to English (L2) and limited writing opportunities. The study concludes that while the use of the Genre-Based Approach is not the only strategy to enhance learners’ writing skills, the teaching of writing remains crucial as it is central to language use in different knowledge domains. Students’ writing proficiency is critical for cognitive and socio-economic development as it has implications for students’ access to knowledge and academic literacy which spills over to tertiary education. In a country like Nigeria where the main language of instruction is English, there is a need to prioritise teacher development and to revisit the curriculum to determine how it meets the academic needs of learners in this century.
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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.
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 how successful the language support strategies are and to determine any gaps in the strategies used. Validity was assessed by means of lesson observations, supported by interviews and analysis of the teaching documents. Further, to increase the trustworthiness of the study, findings were compared across these data sources and methods to triangulate the results. Findings illuminated: (i) Factors impacting language teaching; (ii) Strategies used by teachers; (iii) Teachers’ understanding of support strategies; (iv) Teachers’ understanding of CALP; (v) Effectiveness of the support strategies; and (vi) Gaps in the strategies teachers used in improving CALP. Data were intentionally analysed to identify pervasive patterns and main themes in the data and a thematic report foreground the voices of the research participants. The study raised questions about the teachers’ practice in teaching CALP. Teachers taught using familiar methods, taught to a task and lacked linguistic structures in their lessons. Finally, the study report ended with a list of limitations and recommendations for future research in strategies that the Foundation Phase teacher can use to improve the CALP in South Africa’s schools.
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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 ABLE project, and was located within the bigger project dealing with the translation of the WMLS into isiXhosa and the successive research on the equivalence of the two language versions. This study evaluated the structural equivalence of the English and isiXhosa versions of the WMLS on matched sample groups (n= 150 in each language group). Thus secondary data analysis (SDA) was conducted by analyzing the data in SPSS as well as CEFA (Comprehensive Exploratory Factor Analysis). The original data set was purposively sampled according to set selection criteria and consists of English and isiXhosa first language learners. The study sought to confirm previous research by cross-validating the results of structural equivalence on two subscales, namely the Verbal Analogies (VA) and Letter-Word Identification (LWI) subscale. The research design reflects psychometric test theory and is therefore located in a bias and equivalence theoretical framework. The results of the exploratory factor analysis found that one can only accept structural equivalence in the first factor identified in the VA subscale, while structural equivalence was found in the factor for the LWI subscale.The use of scatter-plots to validate the results of the exploratory factor analysis indicated that one can tentatively accept these results. The study thus contributed to the literature on the translation of the WMLS, and the adaptation of language tests into the indigenous languages of South Africa,as well as additive bilingual programmes.
Magister Artium (Psychology) - MA(Psych)
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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% Englishmedium instruction. Through teacher observations and questionnaires, this study investigates the classroom practices at a CLIL-program in Sweden in addition to ask the CLIL-teachers about their teaching strategies in regards to promoting students’ acquisition, development, and use of academic English. The findings include that the classroom practices are in accordance with practices considered beneficial to students’ proficiency in academi c English by numerous previous studies. In addition, all the teachers questioned in this study purposely work to support and develop students’ academic language proficiency in their respective subject areas and across the curriculum. The study also found four possible factors that perhaps can undermine the acquisition, development and use of academic English vocabulary and those include the following: First, the teachers believe that the students are already sufficiently fluent in academic English, and thus concentrate more on content than on language in their instruction. Secondly, extensive translanguaging in the classroom is common in addition to the students’ habit of speaking Swedish to each other in stude nt-tostudent communication. Thirdly, the students do not receive the corresponding level of education in their native language of Swedish as they do in English, which can have detrimental effects on their abilities to develop their English past their Swedish language abilities. Finally, classroom practices that are not inclusive of all students can work to undermine the acquisition and use of academic English vocabulary.
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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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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 Muñ
oz Language Survey (WMLS), is extensively used in the United States in Additive Bilingual Education in the country. The present study is a substudy of a broader study, in which the original WMLS (American-English version) was adapted into SA English and Xhosa. For this specific sub-study, the researcher was interested in investigating the scalar equivalence of the adapted English version of the Verbal Analogies (VA) subscale of the WMLS across English first-language speakers and Xhosa first-language speakers. This was achieved by utilising differential item functioning (DIF) and construct bias statistical techniques. The Mantel-Haenszel DIF detection method was employed to detect DIF, while construct equivalence was examined by means of exploratory factor analysis (EFA) utilising an a priori two-factor structure. The Tucker&rsquo
s phi coefficient was used to assess the congruence of the construct across the two language groups

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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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This study formed part of a larger project that is concerned with the adaptation of a test of cognitive academic language proficiency, the Woodcock Muñ
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 study aimed to cross-validate previous research on the two language versions of the WMLS and improve on methodological issues by employing matched groups. It drew upon an existing dataset from the larger research project. The study employed a monolingual matched two-group design consisting of 150 mainly English speaking and 149 mainly isiXhosa learners in grades 6 and 7. This study had two sub aims. The first was to investigate item bias by identifying DIF items in the VA scale across the isiXhosa and English by conducting a logistic regression and Mantel-Haenszel procedure. Five items were identified by both techniques as DIF. The second sub aim was to evaluate construct equivalence between the isiXhosa and English versions of the WMLS on the VA scale by conducting a factor analysis on the tests after removal of DIF items. Two factors were requested during the factor analysis. The first factor displayed significant loadings across both language versions and was identified as a stable factor. This was confirmed by the Tucker&rsquo
s Phi and scatter plot. The second factor was stable for the English version but not for the isiXhosa version. The Tucker&rsquo
s phi and scatter plot indicated that this factor is not structurally equivalent across the two language versions

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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 as reading, talking and writing) either as individuals of as members of a group. All of the students were given identical background texts to read. The texts provided contextual information on a topic pertaining to a gender debate. Some students read the texts prior to participating in a discussion on the topic, after which they wrote an argumentative essay. Other students talked about the topic first, and then read the texts before writing their essay. A ‘control’ group of students did not talk at all, but just read the texts and then wrote an essay on the topic. The researcher analysed transcriptions of tape-recordings of the group discussions, using limited discourse analysis to highlight various ‘speech acts’ to assess how the students used language to actively engage with each other and build their arguments. The research findings were also assisted by an analysis of the essays and reflections written by each student. The research found that the process of talk itself in which the students used language to respond to each other’s ideas, helped to cognitively challenge the students in the development of their arguments. The research also found that the cognitive development gained through the talk was helpful in assisting students to formulate their written arguments in their essay. The research found that some contextual support in the form of background readings was also helpful. The order in which this took place was also found to be important. The research found it to be particularly useful for students to be given background reading before their talk, rather than after their talk, as this gave students a more informed perspective with which to approach their group discussion. By examining the essays in relation to the transcripts of the talk, the researcher explored the extent to which a more informed perspective on the topic, coupled with the way in which students used language, helped students to develop a more balanced approach in developing their written arguments.
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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 three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009).
Psychology of Education
M. Ed. (Educational Psychology)
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Books on the topic "Cognitive Academic Language Proficiency (CALP)"

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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 "Cognitive Academic Language Proficiency (CALP)"

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Anderberg, Emily. "Persistent reading difficulty despite improved focus on a stimulant medication." In Child and Adolescent Psychiatry, 11–16. 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, 295–316. 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 "Cognitive Academic Language Proficiency (CALP)"

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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 theoretical framework. The study uncovered a myriad of instructional challenges facing Life Sciences teachers and learners associated with the use of English as a medium of instruction while it is taken as a First Additional Language by the learners. In particular, the terminology used in Life Sciences as a key knowledge domain posed fundamental instructional challenges in relation to meaningful development of enhanced learners’ conceptual understanding of scientific phenomena. Theoretical implications for meaningful science teaching and learning are discussed.
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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 schoolchildren. During this project, the audience gets acquainted with the differences between languages and cultures. The specifics of this format of educational and design activities is determined by the relevant factors: the collaboration of foreign students studying Russian, and the other -, native speakers of the Russian language and culture. For the Moscow schoolchildren, the project is a part of their training activities, for the students – an extracurricular educational event. Also, the project concept assumes that both students and children can also become more familiar with (for example, Finland and Vietnam, etc.) each other's cultures. During the implementation of this technology, representatives of 34 countries took part in it, as well as more than 5,000 Moscow schoolchildren and teachers. The components of reflection are the ability to comprehend the mechanisms that contribute to obtaining certain results; ability to analyze personal cognitive opportunities. Reflection in the educational process implies a thoughtful or sensually experienced process of awareness by the subject of his academic activities. The article aims to present the reflection component of IEP that the authors of the article draw special attention. Participation in the preparation and implementation of activities that demonstrate the results of students' reflection, reflects the availability of intercultural communication at different levels of language proficiency, enables participants to feel confident in their abilities, motivate them, and increase the effectiveness of language learning. Authors hope that theoretical and practical aspects will contribute to the methods of teaching any foreign language. Keywords: reflection, intercultural communication, educational technology, international educational project
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