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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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Sanfelici, Laura, and Elena Firpo. "De ELE al desarrollo de la CALP y de la metacompetencia bilingüe." Educatio Siglo XXI 33, no. 1 (March 25, 2015): 295. http://dx.doi.org/10.6018/j/222611.
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El trabajo se propone ilustrar la investigación que ha llevado a la ideación, diseño y desarrollo del proyecto LI.LO (acrónimo de Lengua Italiana y Lengua de Origen), dirigido a estudiantes de ciudadanía no italiana nacidos en Italia, de entre 11 y 14 años, cuya lengua de origen sea el español. El proyecto tiene como objetivo el desarrollo, por parte de los estudiantes, de<br />la competencia que en literatura especializada se llama Cognitive Academic Language Proficiency, es decir, la habilidad de manipular la lengua y los conceptos más abstractos, en contextos de estudio. La metodología adoptada en la primera fase ha previsto la suministración de pruebas de lengua y de las disciplinas en los dos idiomas objeto del estudio (italiano y<br />español) y de una biografía lingüística. El resultado de los test han puesto de relieve que los estudiantes de origen hispanohablante han obtenido puntuaciones inferiores tanto con respecto a sus compañeros italianos, como respecto a la competencia lingüística y académica en su lengua de<br />origen. La metodología usada en la segunda fase es la del taller, llevado a cabo en el aula de informática en modalidad blended, a través del uso de una plataforma creada ad hoc para el curso. Los resultados del análisis de la segunda fase han evidenciado que el curso LI.LO. ha sido útil para desarrollar la CALP en las habilidades de comprensión en ambas lenguas y en las habilidades de uso de la lengua, con especial significado en la lengua italiana.
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Aukerman, Maren. "A Culpable CALP: Rethinking the Conversational/Academic Language Proficiency Distinction in Early Literacy Instruction." Reading Teacher 60, no. 7 (April 2007): 626–35. http://dx.doi.org/10.1598/rt.60.7.3.
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Roessingh, Hetty, Pat Kover, and David Watt. "Developing Cognitive Academic Language Proficiency: The Journey." TESL Canada Journal 23, no. 1 (October 1, 2005): 1. http://dx.doi.org/10.18806/tesl.v23i1.75.
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This study tracks the development of cognitive academic language proficiency of 47 academically competent high school ESL learners of differing age on arrival (AOA) who received instructed ESL support and one comparison group of six young arrivals who received little if any ESL support during their educational experiences. Although intake and outcome measures appear similar on the surface for all 47 students, variability in the subscores of the outcomes measure provided the catalyst for taking a closer look at progress during the ESL program. The outcomes provide a refined understanding of the development of cognitive academic language proficiency, and in particular the role of underlying proficiency and structured ESL support. The data suggest that the youngest arrivals (i.e., those aged 6-11) remain at risk in their postsecondary education. The outcomes also suggest that the acquisition of cultural capital and metaphoric competence remains a challenge for all learners.
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López Gómez, María José, Teresa Bajo Molina, Presentación Padilla Benítez, and Julio Santiago de Torres. "Predicting proficiency in signed language interpreting." Interpreting. International Journal of Research and Practice in Interpreting 9, no. 1 (June 1, 2007): 71–93. http://dx.doi.org/10.1075/intp.9.1.05lop.
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An empirical study was designed to identify which perceptual-motor, cognitive and personality factors may underlie both acquisition of a signed language as a B language and development of signed language interpreting skills. If abilities that are potentially needed are found, a previous assessment of candidates’ potential for developing signed-language interpreting skills could be useful in identifying which students are likely to obtain good results during training. Perceptual-motor and cognitive skills, personality factors and academic background were hypothesized as possible predictors of success. Results showed that perceptual-motor and cognitive abilities are more important than personality traits in predicting proficiency in learning a signed language and developing signed-language interpreting abilities. Perceptual-motor coordination is the most reliable factor for predicting signed language proficiency, followed by other cognitive and personal factors.
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Johnson, Janice, and Teresa Rosano. "Relation of cognitive style to metaphor interpretation and second language proficiency." Applied Psycholinguistics 14, no. 2 (April 1993): 159–75. http://dx.doi.org/10.1017/s014271640000953x.
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ABSTRACTThis study examined relationships among measures of language proficiency, cognitive style, and metaphor comprehension. Subjects were university students who were native English speakers or who were enrolled in a course on English as a second language (ESL). Consistent with predictions, native English speakers scored better than ESL students on academic measures of English proficiency, but there were no group differences on level of cognitive sophistication in English metaphor interpretation or on a measure of metaphor fluency (number of metaphor interpretations produced). For ESL students, metaphor fluency was positively related to a measure of English communicative proficiency, whereas a measure of field independence was negatively related with both metaphor fluency and communicative proficiency. These findings on cognitive style are consistent with theoretical predictions that have heretofore found little empirical support in the second language literature.
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Gómez, Conrado L., and Terri L. Kurz. "Using Bloom's Taxonomy with English Language Learners." Mathematics Teaching in the Middle School 16, no. 7 (March 2011): 388–91. http://dx.doi.org/10.5951/mtms.16.7.0388.
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English language learners (ELLs) at the preproduction phase, or initial phase, of language proficiency have limited oral English language skills; however, they do not lack cognitive abilities (de Jong and Harper 2005). On the contrary, most ELLs possess previous language and academic experiences. They can understand and articulate through nonverbal means (such as by drawing pictures) much more than they can demonstrate through speaking. Because many teachers may not fully understand the relationship between cognitive ability and language proficiency, they fail to challenge ELLs with higher-level activities (de Jong and Derrick-Mescua 2003).
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Hwang, Jin Kyoung, Jeannette Mancilla-Martinez, Janna Brown McClain, Min Hyun Oh, and Israel Flores. "Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary." Applied Psycholinguistics 41, no. 1 (October 14, 2019): 1–24. http://dx.doi.org/10.1017/s0142716419000365.
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AbstractVocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners’ conceptually scored Spanish–English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually scored measure of expressive vocabulary. In addition, the relationship between conceptually scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners’ first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks.
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O’Neill, Kate, and Peter Theuri. "A Correlation Analysis of English Language Proficiency and Content-Area Cognitive Skills: A Gulf Region Perspective." Learning and Teaching in Higher Education: Gulf Perspectives 4, no. 1 (June 1, 2007): 17–31. http://dx.doi.org/10.18538/lthe.v4.n1.02.
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Literature is replete with studies indicating the need to develop students’ language skills; however, little research has emphasized the importance of language proficiency in enhancing learning or performance in specific content-area courses. This study investigates whether a student’s English language proficiency can be associated with her performance in specific cognitive skills (knowledge, comprehension, application, and analysis) in an introductory accounting course. Data is summarized from students’ performance on their first financial accounting examination as well as from students’ academic history records as maintained by the university. A correlation analysis of the cognitive skills score with student language proficiency is used to identify initial relationships; and multiple regression analysis is subsequently used to identify interrelations between combined multiple dependent variables and the language proficiency variables. While the results show no association between TOEFL and overall performance, the mean of the English composition courses do show a significant association with knowledge and comprehension cognitive skills scores on the first financial accounting course. No associations are attached to the application and analysis cognitive skills. The results are meaningful to faculty in balancing language proficiency with quality instruction in content-area courses.
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Erfani, Shiva Seyed, and Hoda Mardan. "The Relationship between Big-Five Personality Traits, English Language Proficiency Scores on IELTS, and Academic Success of Iranian Foreign Students." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 1046. http://dx.doi.org/10.17507/tpls.0711.13.
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There is a potential to supply personality as a psychological factor in terms of the Big-Five Model including Extraversion, Agreeableness, Consciousness, Openness to Experience, and Neuroticism. This study was an attempt to examine the relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. The participants of the study included 202 Iranian students (126 males and 76 females) who studied at English speaking universities in different countries including Armenia, Austria, Australia, Canada, Cyprus, Germany, Hungary, India, Italy, Malaysia, New Zealand, Pakistan, Philippines, Sweden, the United Arab Emirates, the United Kingdom, Ukraine, and the United States of America. The necessary data for this study were collected from participants' first-semester academic reports to measure the degree of academic achievement, academic IELTS certificates to determine the language proficiency of candidates, as well as International Personality Item Pool Big-Five inventory to identify the participants’ personality traits. The data were gathered via different communication tools. The correlational analyses showed that there were significant relationships amongst personality traits and Iranian foreign students’ language proficiency. Neuroticism was the only psychological trait, negatively correlated with both language proficiency and academic success of Iranian foreign students. The study also revealed that there was a high correlation between the scores on IELTS and academic success of Iranian foreign students. Finally, multiple regression analysis indicated the causality among the Big-Five personality traits, English language proficiency score on IELTS, and academic success of Iranian foreign students. These bear testimony to the idea of cognitive approach in that one’s underlying mental processes are in charge of second language learning process.
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Dunbar, Stephen. "Developing Vocabulary by Integrating Language and Content." TESL Canada Journal 9, no. 2 (June 26, 1992): 73. http://dx.doi.org/10.18806/tesl.v9i2.604.
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The following article outlines an approach to the teaching of vocabulary that encourages students to apply the cognitive skills that they use in their academic tasks to the learning of new vocabulary items. The approach is described as it was used with a class of secondary students who, although many are Canadian born, lack proficiency in the use of academic language. This approach reinforces higher cognitive thinking skills by having students classify new vocabulary items they have to learn, and then having them explain the principles behind the classification system they have chosen. By doing this, students are better able to visualize the relationships that exist amongst the words they are learning. As a result, the learning of vocabulary is integrated into a larger, more meaningful unit of language.
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Laija-Rodríguez, Wilda, Salvador Hector Ochoa, and Richard Parker. "The Crosslinguistic Role of Cognitive Academic Language Proficiency on Reading Growth in Spanish and English." Bilingual Research Journal 30, no. 1 (April 2006): 87–106. http://dx.doi.org/10.1080/15235882.2006.10162867.
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Mahdi Mutar, Qusay. "Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students." Advances in Language and Literary Studies 9, no. 4 (August 31, 2018): 59. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.59.
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To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the academic year 2016-2017 at al-Karkh side of Baghdad city. The study sample consisted of (105 females and 105 males). The findings revealed that EFL learners have shown medium use of language learning strategies, besides, no statistically significant differences between male and female students in the frequency of using LLSs. the findings also showed Cognitive and memory strategies were the most frequent used categories comparing to the compensation strategies that scored the least frequent category. As for language proficiency, the result showed that students with high proficiency used all six categories of learning strategies more than medium and low-proficiency students.
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Al Muzzamil Fareen, Jabbar. "Achievement or proficiency? Just getting a pass is enough!" Global Journal of Foreign Language Teaching 6, no. 2 (May 1, 2016): 72–84. http://dx.doi.org/10.18844/gjflt.v6i2.980.
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This paper discusses about the problems and limitations of the engineering students in gaining achievement and proficiency in language exams and realia. As the students aim at mere passing the subject, they are not able to develop proficiency to communicate in real situations. Due to the academic pressure in their disciplinary studies, engineering students pay little contribution for enhancing linguistic and communication skills. Qualitative ethnography research is conducted to understand the practical difficulties and learning experiences of the students. It is found that the motivation level of the students is low as far as language learning is concerned. The present research implies on the use of cognitive knowledge, discursive techniques and peer interaction in open tasks and suggests how it aids them to display better performances in both achievement and proficiency tests.
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UCCELLI, PAOLA, CHRISTOPHER D. BARR, CHRISTINA L. DOBBS, EMILY PHILLIPS GALLOWAY, ALEJANDRA MENESES, and EMILIO SÁNCHEZ. "Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners." Applied Psycholinguistics 36, no. 5 (March 17, 2014): 1077–109. http://dx.doi.org/10.1017/s014271641400006x.
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ABSTRACTBeyond academic vocabulary, the constellation of skills that comprise academic language proficiency has remained imprecisely defined. This study proposes an expanded operationalization of this construct referred to as core academic language skills (CALS). CALS refers to the knowledge and deployment of a repertoire of language forms and functions that co-occur with school learning tasks across disciplines. Using an innovative instrument, we explored CALS in a cross-sectional sample of 235 students in Grades 4–8. The results revealed between- and within-grade variability in CALS. Psychometric analyses yielded strong reliability and supported the presence of a single CALS factor, which was found to be predictive of reading comprehension. Our findings suggest that the CALS construct and instrument appear promising for exploring students’ school-relevant language skills.
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Roessingh, Hetty, and Pat Kover. "Variability of ESL Learners' Acquisition of Cognitive Academic Language Proficiency: What Can We Learn From Achievement Measures?" TESL Canada Journal 21, no. 1 (October 30, 2003): 1. http://dx.doi.org/10.18806/tesl.v21i1.271.
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With the revamping of the Canada Immigration Act in 1985, the demographic profile of new arrivals to Canada took a marked shift to place a priority on better educated, business-class immigrants. Most of these immigrants are from the Pacific Rim, and they have high expectations for the academic achievement of their children in the Canadian school system. The purpose of this study was to look at age on arrival and first-language proficiency of these children, as these factors interact with instructed ESL support on achievement measures in grade 12. Analysis of the data reveals that although all learners benefit from structured ESL support, it is the younger-arriving ESL learners who have the most to gain, even after many years of little or no support. We note that all ESL learners, regardless of age on arrival, struggle to acquire the cultural and metaphoric competence that is beyond the linguistic threshold required for success, but nevertheless central to successful engagement in a literature-based program of studies.
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Lorenzo, Francisco, Adrián Granados, and Inmaculada Ávila. "The development of cognitive academic language proficiency in multilingual education: Evidence of a longitudinal study on the language of history." Journal of English for Academic Purposes 41 (September 2019): 100767. http://dx.doi.org/10.1016/j.jeap.2019.06.010.
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Shi, Hong. "English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning." Journal of International Students 8, no. 2 (April 1, 2018): 724–41. http://dx.doi.org/10.32674/jis.v8i2.101.
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This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.
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Yustitiasari, Hilda _. "THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY." Lingual: Journal of Language and Culture 8, no. 2 (February 8, 2020): 39. http://dx.doi.org/10.24843/ljlc.2019.v08.i02.p07.
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Abstract
Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy.
Keywords: Language Learning Strategies, EFL Learners, English Proficiency.
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Crosthwaite, Peter, Simon Boynton, and Sam Cole. "Validating an Academic Group Tutorial Discussion Speaking Test." International Journal of English Linguistics 6, no. 4 (July 14, 2016): 12. http://dx.doi.org/10.5539/ijel.v6n4p12.
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<p>This study attempts to validate an academic group tutorial discussion speaking test for undergraduate freshmen students taking initial EAP training at a university in Hong Kong in terms of task, rater and criterion validity. Three quantitative measures (Cronbach’s Alpha, Intraclass Correlation Coefficient, and Exploratory Factor Analysis) are used to assess validity of rater scores for the test using a rubric with considerations for assessment of academic stance presentation, inter-candidate interaction, and individual language proficiency. These results are triangulated with post-hoc interview data from the raters regarding the difficulties they face assessing individual proficiency and group interaction over time. The results suggest that current provisions of the rubric in dealing with the assessment of interaction in group settings (namely visual cues such as “active listening” as well as provisions for interruptions in the form of “domination”) are problematic, and that raters are unable to separate the grading of academic stance from the grading of language concerns. We also note affective and cognitive difficulties involved with assessing extended periods of interactional discourse including student talking time (or lack of it), the group dynamic, and raters” personal beliefs and practice as threats to validity that the statistical measurements were unable to capture. A new sample rubric and further suggestions for improving the validity of group tutorial assessments are provided.</p>
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Jiang, Yih-Lin Belinda, and Li-Jen Kuo. "The development of vocabulary and morphological awareness: A longitudinal study with college EFL students." Applied Psycholinguistics 40, no. 4 (April 22, 2019): 877–903. http://dx.doi.org/10.1017/s014271641900002x.
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AbstractWhile the relationship between vocabulary, morphological awareness, and reading comprehension has been examined extensively, research on this relationship among adult second language learners has only been explored recently. The present study addresses this gap by examining how adult English as a foreign language learners developed different types of English vocabulary and morphological awareness over the course of one academic year. Participants included 523 college freshmen in Taiwan with varying reading proficiency levels. Results from a series of mixed-measure analyses of variance revealed that (a) even the more proficient college English as a foreign language learners failed to fully grasp morphological principles; (b) the gap in vocabulary between the less skilled readers, the average, and the skilled readers widened significantly over the course of one academic year; (c) the effect of phonological and orthographic changes involved in morphologically complex words differed for the assessment of base meaning, but did not vary across proficiency levels; (d) progress in different aspects of morphological awareness, such as interpreting the meaning of the suffix or identifying the base of a morphologically complex word, varied significantly among readers of different proficiency levels; and (e) suffixes of different parts of speech posed different challenges to learners. Theoretical and pedagogical implications of the findings are discussed.
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Ezeifeka, Chinwe. "Genre-Based Approach to the Analysis of Introductions in Doctoral Seminars of the Department of English, Unizik, Awka." UJAH: Unizik Journal of Arts and Humanities 21, no. 2 (March 30, 2021): 1–24. http://dx.doi.org/10.4314/ujah.v21i2.1.
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This paper analyses selected research article introductions of doctoral seminars in the Department of English Language and Literature, Nnamdi Azikiwe University, Awka, to determine how these academic writings follow specific formats characteristic of such genres. Specifically the work looks at the staged cognitive organisation of the selected samples in line with the requisite schematic or generic structure postulated in Bhatia (1993) and adopted by the University of Southern California (USC). Every genre is characterized by culture-bound unique structuring and communicative purposes that give it generic coherence. Research article introduction is an academic sub-genre with specified conventions characterising genres from the academic culture/community. A total of eighteen samples of research introductions were analysed, the aim being to determine whether the cognitive move structures in the samples conform with, or depart from, the conventionalized patterns of this academic sub-genre and how the pattern used in the samples enabled or militated against the writers’ achievement of the desired communicative purposes. A critical reading of doctoral seminars in the Department shows lack of knowledge of the unique formatting of introductions, making this work to be anchored on English for Specific Purposes (ESP) with particular emphasis on English for Academic Purposes (EAP). The baseline of the findings is to discover the present proficiency of these group of learners, enlighten budding academics on the move structure of article introductions in order to achieve generic coherence as well as target proficiency in that sub-genre of academic writing.
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Adi Badiozaman, Ida Fatimawati, Hugh John Leong, and Olivia Jikus. "Students’ perception and use of English in higher education institutions." Journal of Applied Research in Higher Education 11, no. 1 (February 4, 2019): 36–49. http://dx.doi.org/10.1108/jarhe-07-2018-0113.
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PurposeThe purpose of this paper is to explore students’ perception and use of English in higher education (HE) institutions in Malaysia. In doing so, it aims to better understand the relationship between students’ perception of English and academic self-efficacy, particularly since English is used as a medium of instruction in HE institutions.Design/methodology/approachApproximately, 980 questionnaires were distributed to four HE institutions to explore relationships and patterns of students perceived English language proficiency and academic self-efficacy as potential variables shaping their academic performance. About 838 students participated.FindingsThe findings revealed that although students did not rate their English proficiency very highly, they placed high value on English in regards to their academic performance and job prospects upon graduation. More importantly, the findings also show that the majority of the students had high academic self-efficacy beliefs in L2, and were more accurate at calibrating their efficacy beliefs with subsequent performance in academic settings, unlike typical research findings on Asian students as generally holding lower self-efficacy beliefs. This finding was evidenced by the strong and positive relationship between perceived English language competence and academic self-efficacy in L2.Practical implicationsIt is imperative that students’ academic self-efficacy beliefs be enhanced as it has been revealed to mobilise motivation and cognitive resources. It is also necessary to offer targeted support services specifically designed to further help students to improve their English academic skills.Originality/valueIn this study, rewards offered by instrumental motivation in terms of increased academic literacy and career appear to supersede the motive of identification with the L2 language community. It is likely that students in Malaysian HE institutions are becoming increasingly motivated to study due to their own visions and desires, rather than as a result of external requirements. Such findings should be capitalised since self-efficacy is predictive of academic performance.
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Jaiswal, Preeti, and Abdulghani Al-Hattami. "Enhancing Learners’ Academic Performances Using Student Centered Approaches." International Journal of Emerging Technologies in Learning (iJET) 15, no. 16 (August 28, 2020): 4. http://dx.doi.org/10.3991/ijet.v15i16.14875.
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Abstract- Contemporary higher education institutions place students at the centre of their thinking and emphasize on student centered approaches to help learners construct knowledge during their learning paths in higher education. The study was guided by Bloom’s taxonomy in designing learning outcomes, incorporating engaging learning activities and assessing learning outcomes. Bloom’s Taxonomy of Educational Objectives provides a hierarchical classification system that classifies thinking abilities from basic information acquisition to more complex processes. The purpose of this study was to examine the effects of using the hierarchical instructional set of cognitive processes delineated in Bloom’s taxonomy for boosting learners’ vocabulary competency in English language learning, in higher education. The sample for this study consisted of 39 students (nine males and thirty females) who were studying course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2018-19 at University of Bahrain. The course aims to enhance learners’ language skills to enable them to communicate constructively in various business contexts. The results revealed that Bloom’s learning approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary in language learning and conducive for promoting proficiency in English vocabulary knowledge.
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Suh, Young-Mee. "Strategy-Based Reading Instruction Utilizing the CALLA Model in an ESL/EFL Context." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 199–212. http://dx.doi.org/10.14434/ijlcle.v1i0.26834.
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This paper describes four English reading instruction approaches which are primarily used in ESL/EFL reading classes: ExperienceTextRelationship, the Reciprocal Teaching Approach, Transactional Strategy Instruction, and the Cognitive Academic Language Learning Approach. Each reading approach is based on reading strategy instruction, and students are considered active learners in these paradigms. The CALLA model in particular puts emphasis on both language and content development while teaching strategies explicitly. Considering that the CALLA model is based on promotion of language and content at the same time, it can be a desirable instructional model in ESL/EFL reading classes. Targeting post-secondary school students whose English reading proficiency levels are in between intermediate and highintermediate, this paper illustrates each stage of the CALLA instructional model and provides a sample lesson plan. ESL/EFL teachers may utilize the demonstration or the lesson plan in a real teaching situation to help learners be successful ESL/EFL readers while increasing their content knowledge and language proficiency.
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PRETORIUS, ELIZABETH J. "English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context." Applied Psycholinguistics 26, no. 4 (October 2005): 521–39. http://dx.doi.org/10.1017/s0142716405050289.
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To succeed at a university, students need to read expository texts effectively and meaningfully to access and understand information, and internalize it for study purposes. An important component of the comprehension process is the reader's ability to integrate current information with information mentioned earlier in a text. One aspect of this integration process involves anaphoric resolution. This paper reports on findings from a study that investigated anaphoric resolution by first-year English as a second language students during the reading of expository texts. The relationship between skill in anaphoric resolution, academic performance, and language proficiency was examined. Linguistic and textual factors such as type and inference strength of anaphoric tie were also taken into account to examine differential resolution effects. The findings showed that students who were not performing well academically were not skilled at resolving anaphors. Anaphoric resolution was also affected by linguistic and textual differences. Differences in anaphoric resolution diminished as proficiency in English increased. Anaphoric resolution was also affected by the strength of the anaphoric tie; successful anaphoric resolution dropped when the anaphoric tie required greater inferential processing. This was particularly evident among the academically weaker students. The findings suggest that anaphoric resolution in expository texts plays an important role in reading to learn. The implications of these findings are briefly discussed for English as a second language students.
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Judd, T., and O. Sanchez. "Developing Linguistic/Cultural Competence in Heritage Languages." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1302. http://dx.doi.org/10.1093/arclin/acz029.69.
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Abstract The field of neuropsychology is diversifying its workforce, in part, to access linguistic/cultural resources that can aid in the provision of improved services to our research and clinical populations. Consequently, a growing number of people enter the field with knowledge of a heritage language learned at home. To exploit this resource optimally, the profession needs to incorporate training for clinical competence in the heritage language/culture. Many entering the field have Basic Interpersonal Communication Skills (BICS) in their heritage language, but not Cognitive Academic Language Proficiency Skills (CALPS) or clinical proficiency. Based on our training experiences, we present a comprehensive, aspirational model of honing clinical competence in the heritage language that includes the following components: Goal settingTraining planAcademic creditMentoringPeer supportEvaluating language needsFormal language instructionInterpreter trainingLanguage Immersion experiencesClinically-directed language learningAccessing in-language professional literature, tests, and other resourcesTraining in basic cultural competenciesLearning about heritage culture academically and clinicallyEasing into in-language clinical experienceSupervisionAttention to language skills during clinical trainingContinuous learning This general model needs to be flexible in its application due to variability in the trainee’s base language skills, available faculty and resources, available clinical and research populations, individual goals, and language-specific characteristics.
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Arredondo, Maria M., Melanie Rosado, and Teresa Satterfield. "Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children." Journal of Cognition and Culture 16, no. 3-4 (September 21, 2016): 245–66. http://dx.doi.org/10.1163/15685373-12342179.
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Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended questions addressed items on the Multigroup Ethnic Identity Measure and Ethnic Identity Scale, incorporating a mixed qualitative (i.e., themes) and quantitative (i.e., scoring) analysis. Results revealed that children provide great detail when discussing their ethnic background. Additionally, Latino children’s bilingualism and Spanish-language proficiency were significant markers of ethnic identity formation, which in turn were positively associated with affect and Spanish literacy. These findings shed light on the complexities of ethnic identity construction during children’s early years, and establish a path for further investigation of Latino children’s socio-emotional health and academic achievement.
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Haug, Laura. "Introducing integrated language skills assessment at the language department of a Czech university." Language Learning in Higher Education 11, no. 1 (May 1, 2021): 253–62. http://dx.doi.org/10.1515/cercles-2021-2010.
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Abstract Integrated assessment evaluates language proficiency through tasks that require the test-taker to produce a written or spoken output based on listening or reading comprehension (reading or listening-into-writing or speaking). Since integrated assessment aims at reflecting the communicative and cognitive requirements of academic life and other professions, it is considered a means of assessment that is both authentic and valid. Examples of integrated tests can be found in high-stakes examinations at universities with English as the medium of instruction, and in the standardised high-stakes examinations offered by ETS, Pearson Education and Trinity College London. This report provides an example of integrated assessment in action by describing a currently used integrated test developed at the Language Department of the Faculty of Science, University of South Bohemia in the Czech Republic. Since 2018, this particular integrated test has served as the entrance examination for Biological Chemistry (EEBC), a bachelor’s degree course delivered entirely in English. By detailing the rationale behind the examination and the design process, this report aims to show that integrated assessment can provide a valid alternative to independent assessment at the tertiary level.
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Ciocoi-Pop, Maria-Miruna. "Reading Comprehension for ESL Students. Processes of Perceiving Texts." International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (June 1, 2020): 278–82. http://dx.doi.org/10.2478/kbo-2020-0090.
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AbstractIn an ever-increasing competitive academic setting, university students are striving for proficiency in their skills of foreign languages. This paper aims to highlight the significance of reading comprehension for students of English as a second language. Reading comprehension is a cognitive process, in other words, reading a text means processing and decoding it. Reading proficiency is linked to numerous aspects, such as age, cognitive processes, abilities, knowledge of the foreign language, etc. It goes without saying that the experience of reading a text, be it literary or non-literary, is more enjoyable without the need to constantly look up unknown words. This brief study also tries to show whether there is a direct connection between finding contentment in reading and comprehending the texts itself. Since reading is a key-skill verified in all major language exams, it is crucial for the ESL class, and not only, to include reading comprehension processes. Like any other skill, reading comprehension can be trained, as long as it is perceived as a procedure which requires the student’s commitment. Reading comprehension is a mechanism of phrase and concept identification, as well as of decoding meanings. Thus, this paper tries to emphasize the implications of reading comprehension and of teaching reading comprehension methods in the overall linguistic knowledge of ESL learners.
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Yang, Bo. "Understanding Nonnative University EFL Teachers’ Professional Anxiety and Their Emotion Regulation Strategies." International Journal of English Linguistics 11, no. 3 (May 14, 2021): 87. http://dx.doi.org/10.5539/ijel.v11n3p87.
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Based on an in-depth semi-structured interview method, this study explored sources of nonnative university English as a Foreign Language (EFL) teachers’ professional anxiety and relevant emotion regulation strategies in a Chinese context. Participants mostly suffered from academic promotion anxiety, followed by research anxiety, teaching anxiety, and anxiety about English language proficiency and knowledge. To overcome this negative emotion, participants adopted two families of emotion modifications: response-focused regulation strategies including coping, expressive suppression, and communication, as well as antecedent-focused regulation strategies comprising cognitive reappraisal and distraction, with the former outweighing the latter. Findings revealed the complexity of nonnative university EFL teachers’ professional anxiety and cultural differences in emotion regulation strategies.
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Roessingh, Hetty, and Pat Kover. "Working With Younger-Arriving ESL Learners in High School English: Never Too Late to Reclaim Potential." TESL Canada Journal 19, no. 2 (June 26, 2002): 01. http://dx.doi.org/10.18806/tesl.v19i2.926.
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Younger-arriving ESL learners often come to high school ill prepared for the demands of English literature courses. Although they may have acquired the phonological and grammatical system of English with relative ease and developed a basic vocabulary, they lack the breadth and depth of vocabulary and the related concepts that are necessary to engage with the abstract nature and cultural embeddedness of literature study. In probing behind this linguistic facade, we have been able to help our students make gains in the development of cognitive academic language proficiency as reflected in standardized achievement measures of academic writing. The acquisition of the cultural capital necessary for success in literature studies, however, is more problematic. New questions arise about student identity and cultural understandings that are central to the success of ESL learners in high school.
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Alotaibi, Hmoud S. "Quality Assessment of English Teaching at the Newly Established Universities in Saudi Arabia: Shaqra University as a Case Study." Theory and Practice in Language Studies 9, no. 4 (April 1, 2019): 390. http://dx.doi.org/10.17507/tpls.0904.05.
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As the case world-wide, the English language is central in Saudi schools and universities. Despite its prominence, students’ level of English language proficiency is generally believed to be unsatisfactory. This study explores this issue by investigating the quality of teaching with reference to the extent to which professors do employ the course assessment methods of learning domains specified in the course specifications template, provided by the National Commission for Academic Accreditation and Assessment in Saudi Arabia, as one of the main factors for improving teaching processes. To this end, 12 courses in the English BA program at Shaqra university, a newly established university in Saudi Arabia, were investigated. The results have shown a significant problem in the quality of teaching English language. First, the learning domains, i.e. Knowledge, Cognitive Skills, Interpersonal Skills, were barely seen in the exam papers. Second, the methods of assessments specified in the course specifications were moderately used by instructors. The study closes with some suggestions for future investigations.
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Et al., Dr Kampol Navun. "Non - Native Speakers Motivation in Learning English as Second Language." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1490–95. http://dx.doi.org/10.17762/pae.v58i1.934.
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The demand for a good communication is the basis for every language learning activity, regardless of the language being learned. Studies on language leaning have shown that motivation is a key role, which moves a learner towards attaining proficiency in the goal language. The target of studying may be communicative, linguistic, materialistic or academic. It could also take from the need to improve one’s linguistic skills already acquired, in order to be a more competent user of the language and to be better communicator. In this situation, as a cognitive factor motivation plays an important role in learning English as a second or a Foreign language. The objective of this present article analyzes the motivation in learning English as second language of non - native speakers. The non - native speakers are from different social and educational backgrounds. The results of the study show that motivation is an important portion which language learning and varies with individual learners. What triggers motivation is the focus of the study that takes a few interesting attitudes of the leaners to limelight.
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Zhang, Ning, and Ze Hua Wu. "Multi-Channel Data Acquisition System Analysis and Modeling." Applied Mechanics and Materials 644-650 (September 2014): 4192–96. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.4192.
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College English learning now has attracted a great deal of attention, but many non-English majors students have major problems in terms of English learning, and how to improve the non-English majors' autonomous learning efficiency is the problem that the majority of English educators can not ignore. Through a college non-English major students' English learning science test survey, usual English learning and English language proficiency scores for tracking and monitoring, and data for scientific analysis, and monitoring results, this article indicates that by increasing the non-English majors' autonomous learning teaching mode, the students' efficiency and academic performance have improved significantly. From subsequent cognitive satisfaction survey for self-acceptance, this teaching mode's performance is quite satisfactory.
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Ivkina, Margarita, Lyudmila Merkulova, and Olga Martynova. "Foreign Language Learning at a Technical University in the Modern Period." International Journal of Engineering Pedagogy (iJEP) 10, no. 6 (December 8, 2020): 139. http://dx.doi.org/10.3991/ijep.v10i6.13375.
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Abstract
Introduction. The article is devoted to the problems of the foreign language learning at a technical university. The theoretical importance of the research is in the analysis of the existing language learning system at a technical university in light of a modern engineer’s professional activity model’s change. Grounding of certain corrections in the language learning system also provides the theoretical importance of the research. The practical importance of our research is in the modification of the existing language learning system based on the environmental and activity approaches.
Materials and Methods. While carrying out the research we used a complex of methods; that is: literature analysis, empiric and praxymetric methods, and a modeling method.
Results. 4 main types of an engineer’s professional activity are defined in the engineer’s activity model. These types correspond to the main activity types by M.S. Kagan’s concept – value-motivating, cognitive, reorganizing and communicative activities. An engineer’s activity results analysis led to discovering new features in the engineer’s personality structure lying in the communicative competence role increase. It was also found out that successfulness becomes a link between value-motivating and communicative activities. Consequently, we have made a conclusion on the increasing demands to the students’, masters’, post-graduates’ and academic researches’ language proficiency. Foreign language proficiency should provide for the ability to participate in the international conferences, to attend foreign professors’ lectures, and to take part in the students’ exchange programs. All of the above presupposes rather high foreign language proficiency and requires a foreign language learning system creation. The authors analyzed language learning courses at a technical university and carried out a post-graduates’ survey. As a result, lack of syllabuses being able to fill in the gaps in language proficiency and to support speech skills was found out. Basing on the conclusions mentioned above an extra multi-purpose and multi-level structure syllabus was worked out. This syllabus allowed to solve the existing programs, to increase foreign language learning and general learning motivation, to create conditions for self-development and self-realization in the professional activity. The article also describes in detail a foreign language learning system developed by the Department of Foreign Languages and Russian as a Second Language in the general learning environment of a technical university, which acquires for the modernization and reaching the education level corresponding to the leading universities’ level.
Conclusion. The learning environment created by the Department of Foreign Languages and Russian as a Second Language of Samara National Research University named after academician S.P. Korolyov and including a compulsory language learning system and a system of extra language learning courses provides for the students’ individual needs in foreign language proficiency satisfaction at various levels. It also provides for their intellectual and moral self-development.
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Abdolmohamadi, Karim, Ahmad Ashouri, Farhad Ghadiri Sourman Abadi, and Ali Mohammadzadeh. "Prediction of Executive Functions Based on Impairment in Motor and Linguistic Growth." Iranian Journal of Psychiatry and Clinical Psychology 26, no. 2 (July 1, 2020): 188–99. http://dx.doi.org/10.32598/ijpcp.26.2.227.12.
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Objectives: Executive functions refer to the use of cognitive processes to control thoughts and emotions. The purpose of this study was to predict impairment in executive functions, based on impairment in motor and linguistic growth in children. Methods: The research method is descriptive correlational. The statistical population of this study was all students of elementary school studying in the academic year of 2018-2019 in Tabriz City, AMONG them 700 were selected in a multi-stage cluster. In the next step, their parents were asked to complete the Coolidge Neuropsychological and Personality Questionnaire (2002) and FTF-5 -15 questionnaire. The data were analyzed by Simultaneous Regression tests. Results: The results showed that defective motor skills, language proficiency, and communication skills cause an executive function disorder. Conclusion: Language skills and motor development are factors that are effective in the growth of executive functions.
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Kovacevic, Ervin. "The Relationship between Language Learning Strategies and Lexical Complexity Measures." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 32 (April 18, 2021): 37–52. http://dx.doi.org/10.30827/portalin.v0i32.13679.
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This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.
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Molina-Vicenty, Irma L., Isabel C. Borrás-Fernandez, Charlene Pope, Boyd Davis, Martha Alemán-Del Toro, Irma Maldonado-Sánchez, Lillian Arroyo, et al. "Enhancing Language Access: A Pilot Study to Examine the Importance of Understanding the Language Preference and Acculturalization Level in the Provision of Healthcare for Hispanics Veterans With Traumatic Brain Injury." Military Medicine 186, Supplement_1 (January 1, 2021): 572–78. http://dx.doi.org/10.1093/milmed/usaa256.
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ABSTRACT Introduction The purpose of this pilot study was to obtain preliminary data to culturally adapt the Veteran Health Administration Traumatic Brain Injury (TBI) assessment instruments for the Hispanic Veteran population. A qualitative analysis explored the cognitive processes used by Hispanic Veterans whose preferred language was Spanish to understand a specific set of screening questions within the Initial TBI Screening, the Comprehensive TBI Evaluation, the Neurobehavioral Symptom Inventory (NSI), and the La Trobe Communication Questionnaire (LTCQ). Materials and Methods A certified translator completed translation of the TBI instruments, an expert panel resolved inadequate expressions of the translations, and translated instruments were back translated. Male and female Hispanic Veterans with a positive TBI screening underwent a recorded administration of the TBI instruments, including LTCQ, followed by systematic debriefing using semi-structured cognitive interviews which then underwent qualitative analysis. The Marin’s Short Acculturation Scale for Hispanics, the Tropp’s Psychological Acculturation Scale, the English-Language Proficiency Test Series, and the TBI Demographic and Language Preference interview were administered to the subjects. Results Fifteen subjects were enrolled for the TBI instruments intervention; 11 of them completed all the additional procedures. The TBI instruments intervention seemed to produce very few variations, indicating adequate cultural equivalence. However, the LTCQ instrument showed suggested cultural variations, but did not suggest a lack of understanding or misinterpretation. The population studied displayed preferential connectedness to the Hispanic/Latino culture and to the Spanish language. The LTCQ indicated that subjects perceived themselves as having a worse execution in terms of communication skills than historical control and TBI groups. English-Language Proficiency Test Series found that most of the subject population did not demonstrate mastery of grade-appropriate basic social and academic vocabulary in English. Conclusion Current findings highlight the importance of using linguistically and culturally appropriate materials upon evaluating Hispanic Veterans with a suspected TBI who have Spanish as their primary or preferred language.
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Sadovets, Olesya. "Formation of foreign communicative competence of adult immigrants in the USA." Comparative Professional Pedagogy 4, no. 1 (March 1, 2014): 38–44. http://dx.doi.org/10.2478/rpp-2014-0006.
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ABSTRACT The necessity of forming foreign communicative competence of adult immigrants has been substantiated. The topicality of this issue for Ukraine has been defined. The experience of Global Talent Bridge, an initiative of World Education Services that is dedicated to helping skilled immigrants fully utilize their talents and education in the United States, concerning formation of adult immigrants’ communicative competence has been analyzed. It has been defined that their research concerning organization and realization of contextualized education of adult immigrants aimed at the formation of communicative competence in the process of learning English as a second language has positive results and can be used as a basis for formation of communicative competence of Ukrainian emigrants. Principles of communicative approach to learning a language and the essence of learning for specific purposes have been defined. It has been determined that the education of adult immigrants aimed at the formation of communicative competence is sure to presuppose the availability of contextualized curriculum. The definition of contextualized curriculum has been given. It has been stated that in the process of its elaboration it is necessary to take into consideration the aim of immigrants’ language learning, the priority of fluency and proficiency of language, principles of learning a foreign language by adults, communicative aspect of learning a language, the necessity of forming skills of Basic Interpersonal Communication and Cognitive Academic Language Proficiency; usage of special tests for checking skills of communicative competence, different types of lessons for proficient knowledge of everyday English as a second language.
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Huang, Gary Gang. "Self-reported biliteracy and self-esteem: A study of Mexican American 8th graders." Applied Psycholinguistics 16, no. 3 (July 1995): 271–91. http://dx.doi.org/10.1017/s014271640000730x.
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ABSTRACTThe concept of proficient bilingualism or biliteracy (proficiency in reading and writing in both Spanish and English) has.been used in research on linguistic and academic processes among Mexican American children, but rarely has it been used to examine noncognitive outcomes in this population. Biliteracy – a quality that strengthens cultural identity and facilitates adaptation to the mainstream society – hypothetically contributes to the growth of self-esteem among Mexican Americans. Biliteracy is arguably more relevant to the development of self-concept among Mexican American children than Spanish proficiency or a general notion of bilingualism. Drawing on data from the 1988 National Education Longitudinal Survey (NELS 88), this article compares self-deprecation, self-confidence, and fatalistic belief among Mexican American 8th graders who reported themselves as biliterate, English monoliterate, Spanish monoliterate, or oral bilingual. Controlling for the effects of sociodemographic background and school experience, ordinary least-square regression analysis generated supportive results. Mexican American children who identified themselves as biliterate had higher self-confidence than other groups (English or Spanish monoliterates and oral bilinguals). Logistic regression analysis found a strong interaction effect between self-identity and birthplace (United States or foreign) and parents' education. Among students born in the United States, parents' education was negatively related to biliterate identity. In contrast, parents' education was positively associated with biliterate identity among those who were foreign-born.