Relevant bibliographies by topics / Early Language Learning (ELL)

Contents

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

Academic literature on the topic 'Early Language Learning (ELL)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Early Language Learning (ELL)"

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Roessingh, Hetty, and Susan Elgie. "Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study." TESL Canada Journal 26, no. 2 (2009): 24. http://dx.doi.org/10.18806/tesl.v26i2.413.

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This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and voca
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Gruenbaum, Tatia. "Early Language Learning: Complexity and Mixed Methods." ELT Journal 72, no. 3 (2018): 345–47. http://dx.doi.org/10.1093/elt/ccy021.

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Mazhabi, Zobi. "PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, no. 2 (2019): 50. http://dx.doi.org/10.33474/thufuli.v1i2.4940.

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The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how
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Burrows, Lauren, Linda Jarmulowicz, and D. Kimbrough Oller. "Allophony in English Language Learners: The Case of Tap in English and Spanish." Language, Speech, and Hearing Services in Schools 50, no. 1 (2019): 138–49. http://dx.doi.org/10.1044/2018_lshss-17-0081.

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Purpose The objective of this study was to examine tap production by English language learners (ELLs) in kindergarten whose 1st language is Spanish. The conflicting status of tap in Spanish and English could present challenges for allophonic learning in 2nd language for ELLs. Prior research has evaluated acquisition of other allophone pairs, but none has focused exclusively on tap. Method Thirty ELLs, 30 English monolinguals, and 29 Spanish monolinguals participated in the study. Participants completed a single-word repetition task in which numerous opportunities to produce tap were provided.
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Conteh, J. "Second Language Learning in the Early School Years: Trends and Contexts." ELT Journal 68, no. 3 (2014): 349–51. http://dx.doi.org/10.1093/elt/ccu020.

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Hill, D. A. "Early Learning of Modern Foreign Languages: Processes and Outcomes." ELT Journal 65, no. 1 (2010): 83–85. http://dx.doi.org/10.1093/elt/ccq075.

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Ellis, Gail, and Nayr Ibrahim. "Using metaphor elicitation with pre-primary children learning English." ELT Journal 75, no. 3 (2021): 256–66. http://dx.doi.org/10.1093/elt/ccab014.

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Abstract This article reports on a study that investigates children’s experiences and perceptions of English language learning by using a metaphor elicitation technique. Giving children a voice in the early years recognizes children as individuals and as active and capable participants in their own learning. It gives both children and teachers an insight into the language learning process and contributes to a more learner-centred pedagogy. Previous studies using this technique have shown that children are creative and capable of giving their own metaphorical representations of their English la
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Portolés, Laura, and Otilia Martí. "Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL)." Bellaterra Journal of Teaching & Learning Language & Literature 10, no. 1 (2017): 61. http://dx.doi.org/10.5565/rev/jtl3.698.

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Меліса Грабовач and Капранов Олександр. "Syntactic Complexity at the Intermediate Level in EFL Writing by Early Balanced Bilinguals." East European Journal of Psycholinguistics 3, no. 1 (2016): 55–64. http://dx.doi.org/10.29038/eejpl.2016.3.1.gra.

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The present article involves an empirical psycholinguistic study aimed at examining syntactic complexity in English as a Foreign Language (EFL) by early balanced Bosnian/Swedish bilingual EFL learners. 15 early balanced bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). The experimental task involved an unprepared writing assignment in English about the most significant invention of the 20th century. The cor
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Žindžiuvienė, Ingrida Eglė. "DEVELOPMENT OF METACOGNITIVE AND SOCIO-AFFECTIVE STRATEGIES IN EFL CLASSES AT SECONDARY SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 481. http://dx.doi.org/10.17770/sie2019vol2.3808.

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The article focuses on the development of learning strategies during the process of foreign language learning. With the obvious implementation of cognitive learning strategies, the development of other types of strategies, metacognitive and socio-affective, remains an urgent issue. Very often these latter strategies are either disregarded or dismissed during the language learning process. However, recent studies have pointed out the necessity for the development of all types of learning strategies and their implementation at an early stage of learning. Therefore, the aim of this research is to
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Dissertations / Theses on the topic "Early Language Learning (ELL)"

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Leo, Fia. "The Role of Play : A literature study on playful learning in the early elementary EFL classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25098.

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Young students learn through active and playful encounters with their environment. The Curriculum for Compulsory School (Lgr11) states the importance of play in students’ active learning. The aim of this thesis is to investigate the role that has been ascribed to play in research on early English language learning. The main questions address how play can be used to promote language learning in the early primary English as a Foreign Language (EFL) classroom and other methods teachers may use that benefit students’ language development. The method used for this thesis is a systematic literature
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Cataldo, Lisa. "Teaching English to Young Swedes; when and why?" Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29927.

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As the English language holds the status of a Lingua Franca, being able to master it has become necessary in our globalised society. In Sweden, the English subject has been assigned a place along with Swedish and Mathematics as a core subject. However, of these three subjects, only English does not have specified knowledge requirements at the end of third grade. This has led to the start of English instruction varying around the nation. This thesis investigates the factors involved in the decision-making processes regarding the start of English instruction and what attitudes lower primary scho
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Lester, Erin. "Early Language Learning is a Good Model for Studying Early User Interface Learning." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/1067.

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To date, the self-revealing interface has been the elusive holy grail of the user interface community. This research advocates the use of early language learning as a model for early user interface learning. This model can be used to reason about how users learn through exploration, and gain ideas as to how to design the implicit, online help needed to make a user interface self-revealing. The idea for this model came from a strong analogy between user interfaces and language. This analogy is based on fundamental similarities, and strengthened both by observations in a case study, and
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Gallagher, John James. "Vernacular language-learning in early modern England." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708914.

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Giannikas, Cristina Nicole. "Early language learning within a Greek regional context." Thesis, London Metropolitan University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595303.

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This study focuses on the teaching processes involved in foreign language learning, concentrating on the question of why Greek young learners are not more successful in learning English, despite an early start and high exposure to the foreign language. Central to my study are student-teacher and student-student interactions within Engli sh language classrooms, including any linguistic, pedagogical, motivational or cultural aspects that infonn these interactions and student learning. The study aims to extend the understanding of bow to implement interactive methods within the specific region an
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Mann, Nicole M. "Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588.

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Seo, You-Mi Elena. "English Language Learners’ Motivation and their Perceptions of the Effectiveness and Enjoyment of Teaching Methods and Learning Activities." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308255584.

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Kraemer, Robert John. "Special Education Placement Factors for Latino Students." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193719.

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The disproportionate representation of minority students in special education programs has been a problem for over forty years. Factors contributing to minority overrepresentation include the lack of primary prevention, inappropriate language and educational assessment, over-referral of minority students for suspected learning difficulties, duration of enrollment in language support services [i.e. English as a Second Language instruction (ESL)], and lack of cultural and linguistic knowledge by K-12 teachers, specialists, and administrators. The goal of the investigator was to determine pertin
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Facun-Granadozo, Ruth, Guillermo Mendoza, Tahani Ahmed, and Qiuju Tian Tian. "Road Maps and Roadblocks to English Language Learning: Successful DLL Narratives." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5961.

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Four early childhood professionals, who are all English language learners, will tell their stories in this interactive presentation. They will discuss road maps and roadblocks in their journey to learning Standard English to meet academic demands, and provide specific real-life examples to support their thinking so the audience will have a clearer understanding of their perspectives. The presenters will also discuss various ways early childhood practitioners can respect and reinforce the learners' first language at home and in school. These measures are supported by research. The audience will
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Cycyk, Lauren Marie. "Early Language Learning and Teaching of Toddlers from Mexican Immigrant Homes." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/394430.

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Communication Sciences<br>Ph.D.<br>This two-part dissertation investigated the home language experiences and language development of 35 toddler-aged children from low-income Mexican immigrant families. These children represent a rapidly growing demographic in the United States. Because early language abilities are closely linked to later academic success, understanding the characteristics of the early language learning experiences provided in the homes of Mexican immigrant children is a foundational step to supporting their strengths and needs prior to formal school entry. In the first study o
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Books on the topic "Early Language Learning (ELL)"

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Enever, Janet, and Eva Lindgren, eds. Early Language Learning. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323.

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Jean, Osborn, ed. Language for learning. SRA/McGraw-Hill, 1999.

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Learning through language in early childhood. Continuum, 2001.

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Learning through language in early childhood. Cassell, 1999.

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Zein, Subhan, and Sue Garton, eds. Early Language Learning and Teacher Education. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922661.

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Peter, Satchwell, and Centre for Information on Language Teaching and Research., eds. A flying start!: Introducing early language learning. CILT-National Centre for Languages, 2004.

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Nikolov, Marianne, ed. The Age Factor and Early Language Learning. Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110218282.

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A, Spielberger Marcia, ed. Early language learning: A model for success. Information Age Pub., 2004.

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Raban-Bisby, Bridie. Literacy learning: Planning a programme for early development. Reading and Language Information Centre, University of Reading, School of Education, 1988.

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Proši-Santovac, Danijela, and Shelagh Rixon, eds. Integrating Assessment into Early Language Learning and Teaching. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924825.

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Book chapters on the topic "Early Language Learning (ELL)"

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Djigunović, Jelena Mihaljević. "13. Developmental Aspects of Early EFL Learning." In Early Language Learning, edited by Janet Enever and Eva Lindgren. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-015.

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García Mayo, María del Pilar, and Ainara Imaz Agirre. "14. Child EFL Interaction: Age, Instructional Setting and Development." In Early Language Learning, edited by Janet Enever and Eva Lindgren. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-016.

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Murphy, Victoria A. "4. Literacy Development in Children with English as an Additional Language (EAL)." In Early Language Learning, edited by Janet Enever and Eva Lindgren. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-006.

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Porsch, Raphaela, and Eva Wilden. "16. The Development of a Curriculum-Based C-Test for Young EFL Learners." In Early Language Learning, edited by Janet Enever and Eva Lindgren. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-018.

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Peng, Jing, and Lili Zhang. "14. Chinese primary school students’ use of communication strategies in EFL classrooms." In The Age Factor and Early Language Learning. Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110218282.337.

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Li, Hong, Lei Zhang, and Ling Zhou. "9. L1 Influence on the Learning of English Lexical Stress Patterns: Evidence from Chinese Early and Late EFL Learners." In New Perspectives on Transfer in Second Language Learning, edited by Liming Yu and Terence Odlin. Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783094349-011.

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Vanessa, Maria, and Søren Wind Eskildsen. "2. Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom." In Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts, edited by Hanh thi Nguyen and Taiane Malabarba. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922890-004.

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Lindgren, Eva, and Janet Enever. "1. Introduction: Mixed Methods in Early Language Learning Research – Examining Complexity." In Early Language Learning, edited by Janet Enever and Eva Lindgren. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-003.

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van Ginkel, Agatha J. "2. Early Language Learning in Complex Linguistic Settings: Insights from Africa." In Early Language Learning, edited by Janet Enever and Eva Lindgren. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-004.

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Driscoll, Patricia. "3. Considering the Complexities of Teaching Intercultural Understanding in Foreign Languages." In Early Language Learning, edited by Janet Enever and Eva Lindgren. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-005.

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Conference papers on the topic "Early Language Learning (ELL)"

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Althaus, Nadja, and Denis Mareschal. "EARLY LANGUAGE AS MULTIMODAL LEARNING." In Proceedings of the 12th Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2011. http://dx.doi.org/10.1142/9789814340359_0008.

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Margaretha, Lydia. "Improve Language Learning in Early Childhood." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.12.

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Kory, Jacqueline M., Sooyeon Jeong, and Cynthia L. Breazeal. "Robotic learning companions for early language development." In the 15th ACM. ACM Press, 2013. http://dx.doi.org/10.1145/2522848.2531750.

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interde
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Shukla, Saurabh, Ashutosh Shivakumar, Miteshkumar Vasoya, Yong Pei, and Anna F. Lyon. "iLEAP: A HUMAN-AI TEAMING BASED MOBILE LANGUAGE LEARNING SOLUTION FOR DUAL LANGUAGE LEARNERS IN EARLY AND SPECIAL EDUCATIONS." In 15th International Conference on Mobile Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/ml2019_201903l008.

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Mahmud, Nurhamsa, and Farida Samad. "Contextual-based Educational Game Tools for Early Childhood Language Learning in Kindergarten." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008901800930096.

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Jenny I Dengah, Jenny, and Jenny I Dengah. "Learning Model of Picture Symbols in Improving Language Skills in Early Children." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.52.

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Tomoschuk, Brendan, and Jarrett Lovelett. "A Memory-Sensitive Classification Model of Errors in Early Second Language Learning." In Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications. Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-0527.

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Bijeljac-Babic, Ranka, Christelle Dodane, Sabine Metta, and Claire Gérard. "Productions in bilinguism, early foreign language learning and monolinguism: a prosodic comparison." In Interspeech 2006. ISCA, 2006. http://dx.doi.org/10.21437/interspeech.2006-412.

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Sukma, E., Rahmatina Rahmatina, T. Indrawati, A. Suriani, and N. Fadillah. "Difficulties in Learning Early Literacy in Primary Schools." In Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.19-7-2019.2289491.

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Reports on the topic "Early Language Learning (ELL)"

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School pri
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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with re
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PIS
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