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MOFFATT, SUZANNE, and LESLEY MILROY. "Panjabi/English language alternation in the early school years." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 11, no. 4 (1992): 355–86. http://dx.doi.org/10.1515/mult.1992.11.4.355.
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Butler, Susan R., and Herbert W. Marsh. "Reading and Arithmetic Achievement in Primary Years for Students from Non-English-Speaking Families: A Seven-Year Longitudinal Comparison." Australian Journal of Education 30, no. 1 (1986): 23–44. http://dx.doi.org/10.1177/000494418603000102.
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Students from seven schools, some from English-speaking ( N = 226) and some from non-English-speaking ( N = 60) families, were tested for reading achievement in Years 1, 2, 3 and 6, and for mathematics achievement in Year 6. Students from non-English-speaking families achieved significantly poorer reading results than those from English-speaking families, and these differences were consistent and stable across Years 1–6. Longitudinal analyses suggested that the effect occurred primarily in Year 1; students from non-English-speaking families achieved lower reading scores in subsequent school years but their lower scores could be explained by their poor reading skills in earlier school years. The language group differences were quite specific to reading skills, and the two groups did not differ in mathematics achievement in Year 6. The specificity of the group achievement differences to language and reading skills suggests that home language may be an important determinant of early reading, and that early reading is in turn the primary determinant of subsequent reading performance. All students in the present investigation who performed poorly on reading tests in Year 1, no matter what the cause and no matter what the home language, were very likely to perform poorly on reading tests through all primary school years.
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Grossen, Bonnie, Nithi Muthukrishna, and Jaqueline T. Naidoo. "A comparison of the effects of text-based instruction versus standards-based instruction in the early years." South African Journal of Childhood Education 6, no. 2 (2016): 12. http://dx.doi.org/10.4102/sajce.v6i2.459.
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The purpose of the study was to evaluate the effectiveness of a text-based (TB) English structured language development programme and a teacher-designed standards-based (SB) English instructional model. The sample of this study comprised of 500 Samoan children, in Kindergarten (K) and Grade 1 (G1), on the island of American Samoa attending eight different schools. All the children enter school with no English competence. Six schools implemented the TB Language for Learning scripted programme and the Read Well. Two schools implemented the SB instructional model for English language development (SB), and only one of these schools implemented the SB instruction in reading. The results of this study support the efficacy of TB structured language programme as compared to the teacher-designed SB instructional model in all language and reading skills assessed.
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Yarmi, Gusti. "Whole-Language Approach: Improve the Speaking Ability at Early years School Level." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 15–28. http://dx.doi.org/10.21009/10.21009/jpud.131.02.
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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability.
 Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach
 References
 Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130
 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628.
 Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016
 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49.
 Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann.
 Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press.
 Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc.
 Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008
 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press.
 Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39
 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34
 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
 Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307
 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654
 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo.
 Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715
 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832
 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8
 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821
 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x
 Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40.
 Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0
 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.
 Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23.
 Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press.
 Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002
 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing.
 Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368
 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.
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Aunio, Pirjo, Riikka Mononen, Lara Ragpot, and Minna Törmänen. "Early numeracy performance of South African school beginners." South African Journal of Childhood Education 6, no. 1 (2016): 8. http://dx.doi.org/10.4102/sajce.v6i1.496.
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Early numeracy skills are highly relevant for children’s mathematics learning at school, especially in the initial years when much mathematics learning relies on early numeracy competence. The aim of this study was to investigate the level of early numeracy skills in a sample of South African children in the first months of formal schooling. In this cross- sectional study, there were 443 first graders (206 girls and 237 boys) from Gauteng Province schools. The mean age of the children was 81.61 months (6 years 10 months) (SD 5.40 months). Their early numeracy skills were measured with the ThinkMath Scale. The main finding of this study was that there were statistically significant differences in early numeracy skills between the children when they started first grade. The differences were related to the home language of the first graders in the English medium schools, as well as the type of school (public vs. private). This article concludes that the numeracy competence of the children from the sample was notably varied in the beginning of their formal schooling, which has implications for teaching in the vastly different classroom populations that are all served by one national curriculum.
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Durango Isaza, Diana Carolina, Clara Inés Gómez Marín, and Enrique Arias Castaño. "Implementation of audiovisual material in an early sequential bilingual model during the early years." GiST Education and Learning Research Journal, no. 16 (July 4, 2018): 76–99. http://dx.doi.org/10.26817/16925777.426.
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This research arose from the need to consolidate a meaningful bilingual methodology for children from three to five years of age from low socioeconomic backgrounds belonging to the public education system, where they could begin learning English and Spanish by means of a bilingual methodology that provides them with the same opportunities as middle to upper class children. Its aim is to implement an Early Sequential Bilingual Methodology Model in a public Early Childhood Development Center - ECDC (Centro de Desarrollo Infantil - CDI), and to collect data from class observations, student’s responses, early childhood teachers’ and English teachers’ views as well as parents’ perceptions towards its methodology and implementation in order to consolidate the model. Likewise, it will provide children with new opportunities to develop higher cognitive and high order thinking skills that can maximize their academic performance throughout their school years. This present Early Sequential Bilingual Model is a descriptive case study funded by a public university in Colombia and was implemented in a public ECDC (CDI) in Pereira (Risaralda-Colombia) based on the bilingual methodological proposals portrayed by Rodao (2011) and Arias et al. (2015). This research project depicts and systematizes the most predominant methodological techniques employed when teaching English at public ECDCs (CDIs) and interprets their effectiveness based on the data collected from interviews, fieldnotes and surveys. This article describes the responses of three- to five-year-old children to audiovisual material implemented in class.
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Muñoz, Carmen. "Tracing Trajectories of Young Learners: Ten Years of School English Learning." Annual Review of Applied Linguistics 37 (June 21, 2017): 168–84. http://dx.doi.org/10.1017/s0267190517000095.
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ABSTRACTAn early start of foreign language (FL) teaching has been encouraged on the basis that the main gains in this period lie in the development of positive attitudes and motivation. But the view that those positive effects will remain unchanged over learners’ language-learning trajectories is at odds with the currently prevailing notion that motivation is a complex and evolutionary process that fluctuates over time. In fact, research has shown that the positive attitudes attested in the first years of primary school wane after a while. But we still know very little about young learners’ motivational development, and longitudinal studies are very scarce. This 10-year longitudinal study looked at the trajectories of a group of young learners of English as a foreign language (EFL) from age 6 to age 16 using a mixed-methods design. It examined their outcomes in relation to their language-learning aptitude and motivation, and it observed the ways in which their levels of motivation rise and fall over time. The triangulation of data from different sources, and principally from yearly individual interviews, provided us with insights to better understand the role played by internal and external factors in those trajectories and some of the challenges for FL teaching to young learners.
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Galliver, Peter. "The Early Ampleforth College." Recusant History 28, no. 4 (2007): 511–28. http://dx.doi.org/10.1017/s003419320001164x.
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The early school at Ampleforth was built on the Catholic educational tradition established in continental exile. It was also, in its first three decades, an ambitious and innovative enterprise achieving a degree of success, from the perspectives of educational attainment and social prominence, that was not matched in its history until the twentieth century and its emergence as a major school within the English public school tradition. In its early years, however, Ampleforth was far removed from the Anglican schools that were to develop this tradition.The school at Ampleforth was not originally intended to educate boys other than those intended for the religious life. The plan of the President of the English Benedictine Congregation, Fr. Bede Brewer, was that Ampleforth should be an exclusively monastic community, while Catholic lay boys were to be educated in Lancashire at the Benedictine school established earlier at Parbold. The Parbold school was derived from a small school for the sons of the gentry founded in 1789 by Fr. Gregory Cowley at Vernon Hall. The last Prior of Dieulouard, Fr. Richard Marsh, had taken control of this school in 1797 and then moved it, and the Community of St. Laurence, to Parbold in 1802. When subsequent plans to move the community again, this time to Yorkshire, were being made, Brewer had written, ‘I wish the school in Lancashire to continue as it is established though on a different plan. I would not admit to Ampleforth any boys other than such as the parents are willing, if they have a vocation, to take the Church.’ The beginnings of Ampleforth as a school for intending religious can be seen in a letter of 1803 from Brewer to Mrs. Metcalfe regarding the education of her sons, John and Edward, both of whom did join the community. The letter details the financial provisions for the arrangement. In total £450 was to be paid, ‘but in case the said sons or either of them should not choose or not be judged by the Master of Ampleforth Lodge School proper and fit to enter on any ecclesiastical state of life, or if the school should be discontinued or could not maintain itself at the present state of its pensions… this will be deducted at the rate of £25 per annum from the time entered into the school.’
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Aidman, Marina. "Early bilingual writing." Australian Review of Applied Linguistics 25, no. 1 (2002): 1–18. http://dx.doi.org/10.1075/aral.25.1.01aid.
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Abstract The paper reports some influences of the mother tongue uses on the majority language writing in a simultaneously bilingual child. The child was observed over a five-year period (from the pre-school through mid-primary years) when receiving mainstream schooling in English, whereas her communication with the parents largely occurred in a minority language (Russian). The written texts produced by the child in both her languages over this five-year period, both in the school and at home, were analysed using the systemic functional methodology (Halliday 1994). The written texts of the child’s classroom peers were sampled for comparative analysis. The findings provide evidence that language development in one of the bilingual’s languages tends to enhance the development in the other. Thus there have been differentiated text types in the child’s English writing that were not explicitly taught in English, and also some genres not typically found in the same age monolinguals’ writing. These genres have been scaffolded using the minority language, thus indicating that aspects of the schematic structure and grammar mastered in one of a bilingual’s languages can be carried across to their second language and stimulate the emergence of new written genres in it. Overall the findings support the hypothesis of the interdependence of bilinguals’ languages development (Cummins, 1981; 1984), in the area of written genre learning.
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Adepoju, Babatunji Hezekiah. "An appraisal of the mother tongue for early child education in Nigeria." Transitions: Journal of Transient Migration 3, no. 2 (2019): 201–20. http://dx.doi.org/10.1386/tjtm_00007_1.
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Abstract This article provides an overview of the use of the mother tongue (MT) in child education in the Nigerian context. We explicate previous government efforts at focusing on the native language as a means of improving learning in the early years, particularly in training the Nigerian child. We also address the obstacles to government's attempts at de-emphasising the place of English in the Nigerian polity. Without doubt, the English language is regarded by the citizenry as the language of now and the future. The belief is that school-age children and their parents are more comfortable with English than any other language. The policy of the adoption of an indigenous language as the instruction medium in the lower primary school is at variance with parents' desire to make their children speak English as the first language (L1). Our recommendation is that uniformity of policy implementation will reduce conflicts as the schools of the rich/elites and non-fee-paying government schools are made to employ the same medium to instruct the pupils. The above claims are supported by preliminary findings from observations, data from the administered questionnaire and interviews conducted to determine people's attitude towards the use of English and/or indigenous languages in the education of the child. Following Krashen's theory of Second Language Acquisition (SLA), which highlights the significance of exposure to and interaction in the target language, we conclude that, if English language remains the medium of instruction in the classroom, Nigeria and other African nations with similar linguistic complexities will be saved from further confusion and inconsistencies in educational policies, even as the MT will still function in other aspects of national life.
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COLLINS, BRIAN A., ERIN E. O'CONNOR, CAROLA SUÁREZ-OROZCO, ALFONSO NIETO-CASTAÑON, and CLAUDIO O. TOPPELBERG. "Dual language profiles of Latino children of immigrants: Stability and change over the early school years." Applied Psycholinguistics 35, no. 3 (2012): 581–620. http://dx.doi.org/10.1017/s0142716412000513.
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ABSTRACTDual language children enter school with varying levels of proficiencies in their first and second language. This study of Latino children of immigrants (N = 163) analyzes their dual language profiles at kindergarten and second grade, derived from the direct assessment of Spanish and English proficiencies (Woodcock Language Proficiency Batteries—Revised). Children were grouped based on the similarity of language profiles (competent profiles, such as dual proficient, Spanish proficient, and English proficient; and low-performing profiles, including borderline proficient and limited proficient). At kindergarten, the majority of children (63%) demonstrated a low-performing profile; by second grade, however, the majority of children (64%) had competent profiles. Change and stability of language profiles over time of individual children were then analyzed. Of concern, are children who continued to demonstrate a low-performing, high-risk profile. Factors in the linguistic environments at school and home, as well as other family and child factors associated with dual language profiles and change/stability over time were examined, with a particular focus on the persistently low-performing profile groups.
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Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.
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Kenny, Lawrence. "Mapping Early Speech: Prescriptive Developmental Profiles for Very Remote Aboriginal Students in the First Two Years of School." Australian Journal of Indigenous Education 40 (2011): 40–47. http://dx.doi.org/10.1375/ajie.40.40.
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This article examines the issues surrounding the mapping of the oral language development of Standard Australian English (SAE) in the early school years of remote and very remote Aboriginal education in the Northern Territory (NT). Currently, teachers in this context have 2 mandated documents as guides that chart the development of SAE oracy. However, a close inspection of both documents demonstrates an incomplete view of English oracy for this unique education and linguistic context within the broader Australian social milieu. A detailed profile of emerging English oracy is not captured by current profiles that do not recognise the influences of homeland Aboriginal language groups on the acquisition of SAE. A more detailed emergent SAE oral profile can be constructed from existing oral SAE language samples. These samples have been collected by the NT Department of Education and Training (NT DET) from 6-year-old children participating in the Indigenous Language Speaking Student (ILSS) program. The development of an emergent oral SAE profile will be an extremely useful adjunct for the 2 existing documents. This article is a preliminary mapping of the issues with current SAE oral language profiles for remote and very remote Aboriginal school children.
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Schröter, Thorsten, and Agnieszka Jablonska Eklöf. "Assessment in English for Young Learners in Sweden." Educare - vetenskapliga skrifter, no. 3 (October 4, 2020): 1–45. http://dx.doi.org/10.24834/educare.2020.3.1.
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 English is taught in Swedish schools from the primary level, often from year 1. However, grades are normally not awarded until year 6, and the official information as to what English instruction in the early years should focus on in terms of content and learning objectives is quite limited, as are the guidelines regarding assessment. Against this background, we have interviewed a number of Swedish primary school teachers about the curriculum and other official documents regulating English education in Sweden, as well as their teaching and assessment practices, including the challenges they perceive and the strategies they employ to overcome them. Contact between the school and the students’ homes has been an additional, though related, focus. 
 The participants confirmed that they experienced English instruction in primary school as not very well regulated, leaving them with some uncertainty as to how they should organize it and, in particular, how the students’ performance should be assessed. The fact that English is ubiquitous in most young Swedes’ lives was addressed as well. While the teachers did adopt different strategies to deal with the challenges they faced, they also expressed a need for enhanced guidance or cooperation. 
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Vien Ng, Vi, David Heyne, Yee Cheng Kueh, and Maruzairi Husain. "The Malay Self–Efficacy Questionnaire for School Situations: Development, reliability, and validity among early adolescents in primary school." European Journal of Education and Psychology 12, no. 1 (2019): 91. http://dx.doi.org/10.30552/ejep.v12i1.243.
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Low perceived self–efficacy (SE) for responding to school–related situations is posited to be associated with school refusal. This study examined the validity and reliability of the Malay version of the Self–Efficacy Questionnaire for School Situations (SEQ–SS) among early adolescents in Kota Bharu. The English version of the 25–item SEQ–SS was translated into Malay. Employing a cross–sectional design, students (10-11 years) from five randomly selected public primary schools were recruited via proportionate cluster sampling. Two hundred and fifteen students, 65% female, mean age of 10.3 years (SD=0.5), completed the Malay SEQ–SS. Validity was examined with exploratory factor analysis (EFA). Cronbach’s alpha was used to determine internal consistency. Means and standard deviations were used to describe the total and subscale scores. EFA analyses retained 19 items which clustered into four factors: ‘SE in socially challenging situations’, ‘SE in personally challenging situations’, ‘SE in separation situations’, and ‘SE in situations of disengagement from school’. Internal consistencies were low, approaching moderate, with Cronbach’s alpha values between 0.64 and 0.69. The four–factor solution of the Malay SEQ–SS appears to permit identification of specific domains of low SE which could inform individualized interventions targeting early adolescents in primary school.
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Tabley Amos, Ngoge, and Imelda Hermilinda Abas. "An Investigation on the Comprehension of English Idioms Among Moi Primary School Children in Nairobi." Advances in Language and Literary Studies 12, no. 4 (2021): 1. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.1.
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The competence in identifying and comprehending the meaning of idiomatic expressions developed at an early age. However, second language learners reach the comprehension skill differently within the age and at pace. There are many unresolved questions regarding the age which children start to comprehend L2 idioms. The objective of this study was to investigate the age at which children in Moi primary school in Nairobi were able to identify and comprehend the meaning of English idioms. The 60 participants were selected using purposive sampling. The children were divided into three age groups: 5-8 years old, 9-12 years old, and 13-16 years old. The participants were balanced in gender and level of formal education. They were asked to identify the correct non-literal meaning of the 20 idioms presented. It was reported that the group with an age range from 5-8 years old scored the lowest among the other.The findings showed that as early as five years of old (preschool age), children begin to understand some kinds of idiomatic expressions and that such ability slowly develops throughout childhood. At the age of 9, children mainly interpreted idioms literally. By the age of 12, they started to understand the non-literal meanings of idiomatic expressions correctly and continued to expand until the age of 16. It implied that age is a factor in the comprehension of idioms among children. Therefore, exposure to language input is vital in the process of early acquisition. The study provides pedagogical observation on early language acquisition. This study also assists the language teachers and language practitioners and material developers in decision making that lead to the development of a better curriculum.
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Pawlicka, Paulina, Małgorzata Lipowska, and Paweł Jurek. "Bilingual advantage? Literacy and phonological awareness in Polish-speaking early elementary school children learning English simultaneously." Acta Neuropsychologica 16, no. 1 (2018): 27–46. http://dx.doi.org/10.5604/01.3001.0011.7046.
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In most studies, paired bilingual programs turned out to be more effective in L2 (usually English) literacy acquisition than other types of programs. L1 reading proficiency was shown to foster second language reading acquisition across many languages. However, little is known about L1 reading acquisition in bilingual programs. The study examines the effect of a paired-bilingual education program conducted in Polish (L1) and English (L2) on word reading fluency in Polish as L1 after an average of 1 and 2.5 years of literacy training. 61 Polish children obtaining Polish-only literacy training and 54 children obtaining the paired-bilingual Polish-English literacy training completed word and pseudoword reading and onset-rhyme (rhyme production) and phoneme awareness (phoneme deletion and phonemic differentiation) tasks in Polish. Also Rapid Automatized Naming (RAN) and English (L2) word fluency were tested. A strong main effect of the literacy level was observed, pointing to a progressive tendency in reading efficiency in both groups of children. Moreover, a significant interaction between the group and literacy level was documented. Beginner readers (after one year of literacy instruction) from the monolingual literacy group showed a higher word reading proficiency than students from the paired-bilingual. However, after two and a half years of literacy training children from the paired-bilingual group achieved significantly higher results in Polish word reading than their peers from the monolingual group. Phonological awareness predicted reading fluency in both groups, but no significant differences between the groups were found suggesting other predictors to be responsible for the bilingual group’s advantage.
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Goldsborough, Nicola, Catherine Homer, Rebecca Atchinson, and Margo E. Barker. "Healthy eating in the early years." British Food Journal 118, no. 4 (2016): 992–1002. http://dx.doi.org/10.1108/bfj-01-2015-0014.
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Purpose – A nutritious diet is critical to the health and development of pre-school children. Children in the UK consume much food outside the home yet day-care food provision is unregulated, and informed by disparate and conflicting dietary guidelines. Factors affecting nursery food provision have been much studied, but less is known about food provision in the child-minder setting. The purpose of this paper is to examine factors influencing child-minders’ food provision. Design/methodology/approach – Qualitative methods were employed, combining participant observation with semi-structured interviews. Participants were selected via purposive and convenience sampling. Eight child-minders from an English borough were interviewed. Findings – The food provided by child-minders was not consistent with dietary guidelines for young children, following menu plans was reported to be difficult, and knowledge about healthy eating guidelines for young children was various. Child-minders reported limited time for food preparation, and problems catering for fussy children. Some child-minders obtained support through an informal peer network group. Only one child-minder reported availing of professional nutritional advice on healthy food provision. Communication with parents about food was considered important, although there was some evidence of discord between providers and parents in dietary objectives. Research limitations/implications – The study was small in size and regionally based. Due to the local nature of the study, it is not possible to make generalisations to the wider national context. Corroboration of the findings is necessary in a larger study. Practical implications – Child-minders have a pivotal role to play in the nutritional health and development of young children, and whilst their interest in provision of nutritious food was great, outside support was lacking. Support should include provision of one clear set of authoritative guidelines, practical guidance that accommodates the realities of providing food in the child-minder setting, investment to strengthen support structures at local level and the development of network groups. Originality/value – Whilst the factors underpinning food provision in nurseries have been examined in various regions of the UK, little attention has been given to child-minder settings. The current study addresses this gap.
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Englezou, Eliana, and Elpiniki Fragkouli. "Literacy in the early years and English as an additional language: The case of a British international school." Journal of Research in International Education 13, no. 1 (2014): 46–62. http://dx.doi.org/10.1177/1475240914528851.
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Fairchild, Nikki. "Segments and stutters: Early years teachers and becoming-professional." Contemporary Issues in Early Childhood 18, no. 3 (2017): 294–307. http://dx.doi.org/10.1177/1463949117731023.
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There has been extensive research and analysis of the professionalization of early childhood educators/teachers. The recent promotion of a teacher-led workforce in England has further focused discussions on the modelling of early years teachers as professionals. In this article, the author develops an alternative analysis using the concepts of Gilles Deleuze and Félix Guattari to explore professionalization as a process of becoming. English policy focus has been on constituting early years teachers as reflective and rational subjects, and moving towards a narrower view of professional identity where school-ready discourses are prevalent. The author’s research with early years teachers reveals a complex negotiation and interchange with the demands of professional identity. This is analysed through Deleuze and Guattari’s concepts of segmentation to refer to the forms of power which order early years teachers’ professional identity, and stuttering to develop the forms of resistance and negotiation that suggest a more fluid model of becoming. In particular, the analysis focuses on how stuttering opens up beyond the limits of a discourse analysis to suggest embodied and material forms of practice that are central to early years teaching. This methodology allows a move beyond the binary nature of humanist thought which posits mind-matter and culture-nature, towards a politics of possibility in which emerging early years teachers are engaged with an embodied and material world.
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Achmad, Diana. "Investigating elementary school pupils’ proficiency in mastering English vocabulary." Studies in English Language and Education 1, no. 1 (2014): 1. http://dx.doi.org/10.24815/siele.v1i1.1116.
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English has been taught at elementary schools as one of the local content subjects. It is necessary to study English from an early age in order to achieve good mastery in it. To master English means to master the four skills in it and also the language aspects, including vocabulary. As one of the language aspects, vocabulary plays an important role in language learning. This study reports on pupils’ proficiency in mastering English vocabulary after three years of studying in elementary school. The writer chose 55 grade-four pupils of SD Methodist Banda Aceh as a sample for this study. They were given a vocabulary test related to reading and writing skills consisting of 26 items. The test was to be done in 20 minutes. After calculating the data, it was found that the mean score (x) of the pupils was 69.5, with the highest score at 92.3 and the lowest score at 26.9. More than 50% of the pupils could answer the questions correctly in less than 20 minutes. Only 4 out of the 55 pupils answered the questions less than 50% correctly and no one answered 100% correct. According to these results, this study showed that the pupils achieved good proficiency in vocabulary.
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Pfenninger, Simone E., and Johanna Lendl. "Transitional woes: On the impact of L2 input continuity from primary to secondary school." Studies in Second Language Learning and Teaching 7, no. 3 (2017): 443–69. http://dx.doi.org/10.14746/ssllt.2017.7.3.5.
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In this paper, we discuss the problem of articulation between levels in the educational system, as the transition from a rather more communicative, contentbased and holistic approach to English as a foreign language (EFL) teaching at primary level to more formal and explicit ways of foreign language (FL) teaching at secondary is often experienced as problematic by students and teachers alike (see, e.g., Muñoz, Tragant, & Camuñas, 2015). The results of a mixed methods analysis are presented, in which we analyzed, through a questionnaire and language experience essays, perceived continuity between input received in primary school and secondary school, as well as learners’ beliefs, attitudes and self-efficacy before and after they transitioned to secondary school. Twelve primary schools and six secondary schools in Switzerland participated in the study, with a total of 280 early learners of EFL (biological age 12-13 years, age of onset 8 years). We will argue that one of the main reasons why early FL instruction seems not to bear fruit later in secondary school is that, on the one hand, coherence in curriculum design and practice vary in a few—but crucial—aspects within and between primary schools. On the other hand, the fact that secondary education becomes a meeting point for mixed ability classes also seems to mitigate the potential advantages of an earlier start.
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Marsh, Herbert, Kit-Tai Hau, and Chit-Kwong Kong. "Late Immersion and Language of Instruction in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects." Harvard Educational Review 70, no. 3 (2000): 302–47. http://dx.doi.org/10.17763/haer.70.3.gm047588386655k5.
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In this article, Herbert Marsh, Kit-Tai Hau, and Chit-Kwong Kong evaluate the effects of instruction in the first language (Chinese) and the second language (English) on achievement using multilevel growth models for a large representative sample of Hong Kong students during their first three years of high school. For nonlanguage subjects, late immersion in English as the language of instruction had large negative effects. Immersion in English did have positive effects on English and, to a smaller extent, Chinese language achievement, but these effects were small relative to the large negative effects in nonlanguage subjects. Whereas previous research has shown positive effects for early-immersion programs that start in kindergarten where language demands are not so great, negative effects for this late-immersion program challenge the generality of these findings to high schools and, perhaps, theoretical models of second-language acquisition.
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DUNCAN, LYNNE G., SÉVERINE CASALIS, and PASCALE COLÉ. "Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French." Applied Psycholinguistics 30, no. 3 (2009): 405–40. http://dx.doi.org/10.1017/s0142716409090213.
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ABSTRACTThis cross-linguistic comparison of metalinguistic development in French and English examines early ability to manipulate derivational suffixes in oral language games as a function of chronological age, receptive vocabulary, and year of schooling. Data from judgment and production tasks are presented for children aged between 5 and 8 years in their first, second, or third school year in the United Kingdom and France. The results suggest that metamorphological development is accelerated in French relative to English. The French advantage encompasses knowledge of a broader range of suffixes and a markedly greater facility for generalizing morphological knowledge to novel contexts. These findings are interpreted in relation to the word formation systems of English and French, and the educational context in each country.
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Kalinde, Bibian, and Dorette Vermeulen. "Fostering children’s music in the mother tongue in early childhood education: A case study in Zambia." South African Journal of Childhood Education 6, no. 1 (2016): 9. http://dx.doi.org/10.4102/sajce.v6i1.493.
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The influence that the use of a familiar language has on learning has long been explored with suggestions that a child’s mother tongue is the most suited initial language of instruction in school. In Zambia, however, this is not the case as the majority of people think that young children should learn to speak in English as soon as possible because this is the language of education. As a result, songs in English dominate the singing repertoire in pre-schools even when children have not mastered sufficient English vocabulary. Singing songs in English, just as teaching children in a language they do not understand, has been shown to hamper learning. The theoretical lens of indigenous African education underpins the study in order to investigate how music in the mother tongue in a cultural context can foster educational aims. Research participants included an expert in Zambian indigenous children’s songs who also acted as resource person and led 18 children aged between 5 and 6 years in sessions of music in their mother tongue. The findings of the study revealed that educational implications of children’s participation in music in the mother tongue can be found in the way in which they are organised, the activities they involve and in the music elements that characterise them.
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Goldfeld, Sharon, Meredith O’Connor, Johanna Mithen, Mary Sayers, and Sally Brinkman. "Early development of emerging and English-proficient bilingual children at school entry in an Australian population cohort." International Journal of Behavioral Development 38, no. 1 (2013): 42–51. http://dx.doi.org/10.1177/0165025413505945.
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Children who enter school with limited proficiency in the language of instruction face a range of challenges in negotiating this new context, yet limited data have been available to describe the early developmental outcomes of this subpopulation in the Australian context. The Australian Early Development Index (AEDI) is a teacher-rated checklist that measures five important domains of child development: physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge. In 2009, the AEDI was completed for 97.5% of Australian children in their first year of schooling ( N = 261,147; M = 5 years, 7 months of age), providing a unique opportunity to explore the cross-sectional associations between language background, proficiency in English, and early developmental outcomes at the population-level. Logistic regression analyses revealed that, compared to their peers from English-speaking backgrounds, bilingual children who were not yet proficient in English had substantially higher odds of being in the “vulnerable” range (bottom 10th percentile) on the AEDI domains ( OR = 2.88, p < .001, to OR = 7.49, p < .001), whereas English-proficient bilingual children had equal or slightly lower odds ( OR = .84, p < .001, to OR = .97, ns). Future research with longitudinal data is now needed to establish causal pathways and explore long term outcomes.
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Martinez, Rosa Maria, John R. Slate, and Cynthia Martinez-Garcia. "English Language Learner Boys and Girls Reading and Math Achievement as a Function of Early-Exit and Late-Exit Bilingual Programs: A Multiyear, Statewide Analysis." Education Research International 2014 (2014): 1–10. http://dx.doi.org/10.1155/2014/508459.
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We examined the reading and math performance of English Language Learner boys and girls in Grades 3, 4, 5, and 6 as a function of early-exit or late-exit transitional bilingual education program. Texas Assessment of Knowledge and Skills Reading and Mathematics scores of all English Language Learner boys and girls who were enrolled in either early-exit or late-exit bilingual education programs were analyzed for the 2008-2009, 2009-2010, and 2010-2011 school years. Results were not consistent across reading and math, across the 4 grade levels, and across the 3 school years. On the TAKS Reading test, 5 instances were present in which statistically significant differences were revealed for boys and 11 for girls. On the TAKS Mathematics test, 8 statistically significant results were revealed for boys and 6 for girls. These statistically significant differences were not consistently in favor of either the early-exit or the late-exit bilingual education programs. Moreover, the differences that were present reflected small to trivial effect sizes. As such, neither the early-exit nor the late-exit bilingual education program was demonstrated to be more effective than its counterpart.
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Sayal, Kapil, Christine Merrell, Peter Tymms, and Adetayo Kasim. "Academic Outcomes Following a School-Based RCT for ADHD: 6-Year Follow-Up." Journal of Attention Disorders 24, no. 1 (2015): 66–72. http://dx.doi.org/10.1177/1087054714562588.
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Objective: For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. Method: A 6-year follow-up of 4- to 5-year-olds ( N = 52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of ADHD symptoms. At ages 10 to 11 years, outcome measures were scores in English and mathematics tests. Results: For children with high levels of ADHD symptoms, the interventions had no impact on academic outcomes. When all children were analyzed, the book intervention had a positive impact on mathematics. Baseline inattention was associated with poorer academic outcomes, whereas impulsiveness was associated with better academic outcomes. Conclusion: The provision of evidence-based information about helping children with ADHD at school may have wider academic benefits.
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Jia, Gisela, Jennifer Chen, HyeYoung Kim, Phoenix-Shan Chan, and Changmo Jeung. "Bilingual lexical skills of school-age children with Chinese and Korean heritage languages in the United States." International Journal of Behavioral Development 38, no. 4 (2014): 350–58. http://dx.doi.org/10.1177/0165025414533224.
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This cross-sectional study investigated the bilingual lexical skills of 175 US school-age children (5 to18 years old) with Cantonese, Mandarin, or Korean as their heritage language (HL), and English as their dominant language. Primary study goals were to identify potential patterns of development in bilingual lexical skills over the elementary to high school time span and to examine the relation of environmental factors to lexical skills. HL and English productive lexical skills were assessed with a Picture Naming and a Verbal Fluency task. English receptive lexical skills were assessed with Peabody Picture Vocabulary Test. A survey obtained information about participants’ language use in six environmental contexts. There were age-related significant increases in both HL and English skills. However, English proficiency already had a significant lead over HL proficiency at the youngest age. English receptive lexical skills reached monolingual expectations from age 8, whereas for HL, high school age participants on average only reached the level of early elementary school monolinguals. Although more English use at home at younger ages was associated with stronger English skills, the relation did not exist for older participants. Instead, among older participants, more English use at home was associated with weaker HL skills. Children’s attendance at HL programs and visits to home countries bore little relation to HL proficiency.
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Rusk, Brian V., Johanne Paradis, and Juhani Järvikivi. "Comprehension of English plural-singular marking by Mandarin-L1, early L2-immersion learners." Applied Psycholinguistics 41, no. 3 (2020): 547–77. http://dx.doi.org/10.1017/s0142716420000089.
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AbstractPrevious research has established that early second language (L2) learners in classroom immersion may not ultimately produce all L2 morphosyntactic features as first language (L1) speakers of the language do, whereas L2 comprehension outcomes are reported to be less divergent from those of L1 speakers. However, immersion learners’ L2 comprehension is typically assessed using tasks of holistic understanding, and therefore, little is known about fine-grained comprehension of specific morphosyntactic constructions. To address this, the present study examined online comprehension of English plural–singular marking by Mandarin-speaking, English-immersion learners in Taiwan. This semantically transparent feature differs from the L1 grammar and is a notable area of difficulty for Mandarin-speaking L2-English learners. The present study assesses middle school-aged immersion learners’ comprehension using a visual-world eye-tracking task combined with a picture decision task, comparing results to age-matched English-monolingual controls. After more than 8 years of L2 exposure, the immersion participants showed similarities and differences to monolinguals in plural–singular marking comprehension as measured by eye-tracking, and were less accurate in their interpretations on the picture decision task. This study shows that comprehension differences for a semantically transparent morphosyntactic construction can be apparent even after many years for learners who started immersion at an early age.
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Bruscato, Amanda Maraschin. "Ensino de Língua Inglesa na educação infantil: relatos de prática ancorados na abordagem de compreensão." BELT - Brazilian English Language Teaching Journal 9, no. 2 (2019): 409. http://dx.doi.org/10.15448/2178-3640.2018.2.31919.
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English language learning is valued globally, being this subject compulsory in the Brazilian basic education from the 6th year of elementary school, according to the Law of Guidelines and Bases of National Education. In private institutions, however, English language teaching begins significantly earlier, already in early childhood education. This article presents theoretical reflections from the practice of an English language teacher at a kindergarten school in Porto Alegre, where she attends children from 2 to 6 years old. The class diary was used to the analysis, and as theoretical references are Anthony (2011), Asher (1968), Krashen (1982) and Larsen-Freeman (2003). It is expected that the study will also help other teachers to reflect on their teaching practice from the concepts of approach, method and teaching techniques.
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Richards, Delia Robinson. "A snapshot reflection on a preschool in Florence, Italy." International Journal for Innovation Education and Research 8, no. 2 (2020): 241–46. http://dx.doi.org/10.31686/ijier.v8i2.2207.
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The author visited, observed and interviewed the director of 2-5-year-old classrooms in a school located in the city of Florence, Italy. Scuola dell’onfanzia is a Cambridge International . Cambridge International School has global standards for its programs. These standards are created by academic rigor and reflect the latest academic requirements. The Cambridge Pathway leads seamlessly from primary through secondary and pre-university years. The Cambridge schools can shape the curriculum around how they want students to learn (https://www.cambridgeinternational.org).
 This paper is reflecting on the Early Childhood practices that were observed in the school. The children were divided in the classrooms according to their age. The child to teacher ratio is 11 to 2. Further, in each classroom, there are two teachers, one who speaks English and the other who speaks Italian.
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Richards, Delia Robinson. "A snapshot reflection on a preschool in Florence, Italy." International Journal for Innovation Education and Research 8, no. 2 (2020): 241–46. http://dx.doi.org/10.31686/ijier.vol8.iss2.2207.
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The author visited, observed and interviewed the director of 2-5-year-old classrooms in a school located in the city of Florence, Italy. Scuola dell’onfanzia is a Cambridge International . Cambridge International School has global standards for its programs. These standards are created by academic rigor and reflect the latest academic requirements. The Cambridge Pathway leads seamlessly from primary through secondary and pre-university years. The Cambridge schools can shape the curriculum around how they want students to learn (https://www.cambridgeinternational.org).
 This paper is reflecting on the Early Childhood practices that were observed in the school. The children were divided in the classrooms according to their age. The child to teacher ratio is 11 to 2. Further, in each classroom, there are two teachers, one who speaks English and the other who speaks Italian.
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NICOLAY, ANNE-CATHERINE, and MARTINE PONCELET. "Cognitive advantage in children enrolled in a second-language immersion elementary school program for three years." Bilingualism: Language and Cognition 16, no. 3 (2012): 597–607. http://dx.doi.org/10.1017/s1366728912000375.
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Early bilingualism acquired from home or community is generally considered to positively influence cognitive development. The purpose of the present study was to determine to what extent bilingualism acquired through a second-language immersion education has a similar effect. Participants included a total of 106 French-speaking eight-year-old children drawn from two language groups: 53 children enrolled in English immersion classes since the age of five years (the immersion group) and 53 children enrolled in monolingual French-speaking classes (the monolingual group). The two groups were matched for verbal and nonverbal intelligence and socioeconomic status (SES). They were administered a battery of tasks assessing attentional and executive skills. The immersion group's reaction times were significantly faster than those of the monolingual group on tasks assessing alerting, auditory selective attention, divided attention and mental flexibility, but not interference inhibition. These results show that, after only three years, a second-language immersion school experience also produces some of the cognitive benefits associated with early bilingualism.
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Mikic, Zelimir, and Aleksandar Lesic. "70 Years of English-Yugoslav children hospital for osteoarticular tuberculosis in Sremska Kamenica." Srpski arhiv za celokupno lekarstvo 132, no. 11-12 (2004): 469–73. http://dx.doi.org/10.2298/sarh0412469m.
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The development of orthopedic surgery in Novi Sad and Voivodina is related to the name of Dr. Katherine MacPhail, a Scottish physician, who came to Serbia during the World War I, where she worked with her mission in Belgrade and Kragujevac. After the war, she remained in Serbia and, in 1921, founded the first children's, co-called English-Serbian Hospital; then, in 1934, established English-Yugoslav Children's Hospital for Treatment of Osteoarticular Tuberculosis in Sremska Kamenica, which was open until 1941. After the end of World War II, as early as in 1947, Dr. MacPhail returned to Sremska Kamenica, where she reactivated the hospital. After the nationalization of the hospital, she left for Scotland, but the hospital kept working, first under the supervision of the Belgrade Clinic for Orthopedic Surgery and Traumatology, and then as a ward of the Clinic for Orthopedic Surgery and Traumatology of the Novi Sad School of Medicine, until 1992, when it was closed.
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Zhetpisbayeva, A. B., A. Ye Seilkhanova, G. B. Sarzhanova, E. Cem, and B. R. Ospanova. "Predictive modelling of burnout among Kazakhstani English teacher candidates." Education and science journal 23, no. 2 (2021): 71–93. http://dx.doi.org/10.17853/1994-5639-2021-2-71-93.
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Introduction. In Kazakhstan, 55% of English pre-service teacher candidates do not plan to work in public schools after graduation. The current quantitative study, using statistical analysis, sought to determine the causes of this phenomenon.The aim of the present research was to determine the probability of early career burnout among future English teachers using predictive modeling.Methodology and research methods. To create a predictive model, the authors used the following statistical data analysis tools: factor analysis, ordinal regression, and the Сhi-square test. The selection of the above tools provides to predict the probability of work intention in a Kazakhstani public school for more than five years. This period acts as a proxy variable for predicting future teachers’ burnout rates. The study involved 160 pre-service teachers, who received State scholarships for free tuition, with an obligation to work in public schools after graduation.Results and scientific novelty. The data indicated that some respondents would only work for a period of less than five years, due to a sense of despair about their profession. The results demonstrate that pre-service teachers require better training. Furthermore, the authors found a correlation in teaching career expectations and the gender gap, where mature female participants were more likely to carry an intention to work for more than five years.Practical significance. The present study makes a contribution to further research aimed at preventing the shortage and turnover of teaching staff in the workplace by detecting early warning signs of burnout among prospective teachers. The authors identified the indicators of the risk group of novice teachers, who are more prone to burnout due to emotional exhaustion, low self-efficacy, low expectations, and prospects from a teaching career. The authors believe that effective career guidance provides an adequate selection of the most motivated applicants with high occupational expectations.
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Evans, Carla M. "Effects of New Hampshire’s innovative assessment and accountability system on student achievement outcomes after three years." education policy analysis archives 27 (February 4, 2019): 10. http://dx.doi.org/10.14507/epaa.27.4014.
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New Hampshire’s Performance Assessment of Competency Education (PACE) pilot received a waiver from federal statutory requirements related to state annual achievement testing starting in the 2014-15 school year. PACE is considered an “innovative” assessment and accountability system because performance assessments are used to help determine student proficiency in most federally required grades and subjects instead of the state achievement test. One key criterion for success in the early years of the PACE innovative assessment system is “no harm” on the statewide accountability test. This descriptive study examines the effect of PACE on Grades 8 and 11 mathematics and English language arts student achievement during the first three years of implementation (2014-15, 2015-16, and 2016-17 school years) and the extent to which those effects vary for certain student subgroups using results from the state’s accountability tests (Smarter Balanced and SATs). Findings suggest that students in PACE schools tend to exhibit small positive effects on the Grades 8 and 11 state achievement tests in both subjects in comparison to students attending non-PACE comparison schools. Lower achieving students tended to exhibit small positive differential effects, whereas male students tended to exhibit small negative differential effects. Implications for research, policy, and practice are discussed.
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Doró, Katalin, and Ágnes T. Balla. "English teacher trainees’ changing views concerning the effective language teacher." EduLingua 5, no. 1 (2019): 41–56. http://dx.doi.org/10.14232/edulingua.2019.1.3.
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This paper reports on the reflections of a group of fourth year EFL teacher trainees on the changes they and their peers have experienced concerning their views on what constitutes an effective language teacher. The data collection from semi-structured interviews supports previous findings according to which teachers’ beliefs are continuously formed throughout their years of teacher training. Results suggest a mixture of influencing factors, including earlier school experiences, content delivered in methodology classes, their own student experiences at the university, their school visits and classroom observations and their early teaching experiences. These first-hand experiences shape both their student selves and emerging teacher selves. Trainees seem to be critical towards the negative models they see, but they also start viewing the positive examples as possible models to follow.
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Lin, Hsin-Hui, and Liping Wei. "Understanding the Gap of Reading Performance between ELL and EOL Children from Low-Income Families in Elementary School Years." Journal of Education and Culture Studies 3, no. 4 (2019): p423. http://dx.doi.org/10.22158/jecs.v3n4p423.
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This study explored reading development in low income children of English Language learners (ELLs) from kindergarten to the fourth grade. Data used in this study came from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K: 2011). A sample size was 3,451 students below the poverty threshold. The independent variables were the indicators of home language and gender. The six dependent variables were students’ reading item response theory (IRT) scale scores in the fall and spring semester of the kindergarten year and all the spring semesters from the first to the fourth grade. Six full 2-way analysis of variance (ANOVA) models were used for the statistical analyses. The results found there is a gender difference in children’s reading performance, with female doing slightly better than male students. The low-income children’s performance in reading IRT scores has shown differences among the three groups. The English Only Learners (EOL) had the highest mean scores throughout the five years. The group of Multilingual Learners (ML) and English Language Learner (ELL) group had mixed results of the second or lowest scores among these three groups. Among the six subgroups the EOL female had the highest mean scores throughout the five years.
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Dermer, Anthony. "Imperial values, national identity." History of Education Review 47, no. 1 (2018): 25–39. http://dx.doi.org/10.1108/her-03-2017-0003.
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Purpose The purpose of this paper is to explore the concept of national identity, as imparted to students by the Western Australia Education Department, in the early part of the twentieth century. By specifically examining The School Paper, as a part of a broader investigation into the teaching of English, this paper interrogates the role “school papers” played in the formation of the citizen subject. Design/methodology/approach This paper draws on all available editions of Western Australia’s Education Department school reader, The School Paper, between 1909 and 1911, and on the Department’s Education Circular publication between the years 1899 and 1911. These are read within the context of the prevailing education philosophy, internationally and domestically, and the extent to which it was shaped by Australia’s cultural heritage and the desire to establish a national identity in the years post-federation. Findings The School Paper featured stories, poems, songs and articles that complimented the goals of the new education. Used in supplement to a revised curriculum weighted towards English classics, The School Paper, provided an important site for citizenship training. This publication pursued dual projects of constructing a specific Australian identity while defining a British imperial identity from which it is informed. Originality/value This research builds on scholarship on the role of school readers in other states in the construction of national identity and the formation of the citizen subject. It is the first research conducted into Western Australia’s school paper, the school reader, and provides a new lens through which to view how the processes of national/imperial identities are carried out and influenced by state-sanctioned study of English.
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Cendra, Anastasia Nelladia. "Indonesian Novice English Teachers’ Identity Formation." IJET (Indonesian Journal of English Teaching) 8, no. 1 (2019): 41–53. http://dx.doi.org/10.15642/ijet2.2019.8.1.41-53.
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In the early years of teaching, beginning teachers should make a lot of adjustments while dealing with many expectations from others, which may cause some tensions for them. Under a narrative inquiry framework, the researcher collected reflective stories of five Indonesian beginning teachers of English language and interviewed them to examine common tensions experienced and how they cope with these tensions. The findings revealed 19 kinds of tensions they were facing, ranging from the more common tensions to contextual tensions. Furthermore, four common coping strategies were identified, namely looking for solutions by themselves (negotiating, choosing one stream, and learning more about something), accepting as the situation as it is, receiving help without asking, and sharing with significant others. It is suggested that fellow teachers, school staff, and related authorities give more to help beginning teachers handle the tensions.
 
 Keywords: beginning teachers, coping strategies, identity, tensions
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Simmons, Nathan, and Ian Hay. "Early Adolescents' Friendship Patterns in Middle School: Social–Emotional and Academic Implications." Australian Educational and Developmental Psychologist 27, no. 2 (2010): 59–69. http://dx.doi.org/10.1375/aedp.27.2.59.
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AbstractThis research examined the interactions between friendship patterns, school achievement, coping skills, self-concept and the classroom learning environment for 182 early adolescents, mean age 13 years 5 months (47.25% male). Participants completed the Friendship Nomination Form. The second phase of data collection focused on adolescents with high or low friendship ratings, who then completed four social and two academic measures. The social measures were: (1) Friendship Quality Scale (FQS; Bukowski, Hoza, & Boivin, 1994), (2) Self-Description Questionnaire II–Short Form (Marsh, 1990), (3) Coping Strategy Indicator–Short Form (CSI-S; Amirkhan, 1990) and (4) What is Happening in this Classroom Scale (WIHIC; Fraser, Fisher, & McRobbie, 1996). Adolescents with more friends reported more companionship and help from friends. Those with fewer friends perceived their classroom to be less cohesive and less cooperative. Females reported more closeness and friendship commitment than males. Friendship patterns had a significant influence on students' English achievement but not their mathematics achievement. The implications of the findings for school professional are discussed.
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Hoskins, Kate, and Sue Smedley. "Protecting and extending Froebelian principles in practice: Exploring the importance of learning through play." Journal of Early Childhood Research 17, no. 2 (2018): 73–87. http://dx.doi.org/10.1177/1476718x18809114.
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The current early years emphasis on ensuring young children achieve ‘school readiness’ has contributed to a context of academic pressure in early years settings in England. The debated term ‘school readiness’ is vaguely expressed in England’s early years curriculum as ‘Children reaching a good level of development in the prime areas of literacy and mathematics’. Opportunities for play, self-directed and adult initiated, are impacted by the academic pressures created by the English government’s demands for young children to achieve school readiness, which can dominate and determine the activities on offer in early years settings. The possibility to enact Froebelian approaches to learning, through child-initiated play, are further marginalized by the current early years policy agenda. A key issue relates to Ofsted (Office for Standards in Education, Children’s Services and Skills), who judge settings primarily in relation to the quality of the academic environment provided and successful academic and developmental outcomes achieved by all children. In our recent research project, we sought to understand how much capacity early years practitioners perceived they had to enact Froebelian principles in their daily practice and the importance they attached to Froebel’s notion of learning through play. We interviewed 33 early years practitioners in six settings, working with preschool children aged between 2 and 4 years, about their understanding of Froebel’s concept of learning through play; the space, physical and temporal, they had to encourage and enable play; and the challenges of supporting children to learn through play. We explored the participants’ theoretical understandings of Froebel’s work and ideas in their education and training pathways. Our data highlight that many practitioners followed Froebel’s approach, but did not overtly name and identify their practice as Froebelian.
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Huang, Jing. "Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity." Sustainability 13, no. 16 (2021): 9025. http://dx.doi.org/10.3390/su13169025.
Full textAbstract:
This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.
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Cadierno, Teresa, Mikkel Hansen, Jørgen T. Lauridsen, et al. "Does younger mean better? Age of onset, learning rate and shortterm L2 proficiency in young Danish learners of English." Vigo International Journal of Applied Linguistics, no. 17 (January 20, 2020): 57–86. http://dx.doi.org/10.35869/vial.v0i17.1465.
Full textAbstract:
This paper reports the results of a semi-longitudinal study investigating the role of age of onset in early foreign language (English) learning. We compared two groups of Danish school children (N = 276) who, following an educational reform in 2014, started their first English classes the same year but at different ages. One group (the early starters) was introduced to English in the 1st grade (age 7-8) and the other group (the late starters) in the 3rd grade (age 9-10). Children’s receptive vocabulary, receptive grammar, and phonetic discrimination skills were followed for three years, allowing comparisons across groups and time and tracking learning rate and shortterm proficiency (after one and two years of instruction). Results showed that the late starters outperformed the early starters in most tests. With respect to learning rate, the tests also revealed that the late starters had an advantage in the receptive grammar test, whereas the phonetic discrimination test showed a more diffuse picture with the late starters seemingly halting in development and the early starters advancing. The results also showed gender differences with boys achieving a higher level of proficiency and exhibiting a faster learning rate than girls. The pedagogical implications of the results are discussed.
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KOVELMAN, IOULIA, STEPHANIE A. BAKER, and LAURA-ANN PETITTO. "Age of first bilingual language exposure as a new window into bilingual reading development." Bilingualism: Language and Cognition 11, no. 2 (2008): 203–23. http://dx.doi.org/10.1017/s1366728908003386.
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How does age of first bilingual language exposure affect reading development in children learning to read in both of their languages? Is there a reading advantage for monolingual English children who are educated in bilingual schools? We studied children (grades 2–3, ages 7–9) in bilingual Spanish–English schools who were either from Spanish-speaking homes (new to English) or English-speaking homes (new to Spanish), as compared with English-speaking children in monolingual English schools. An early age of first bilingual language exposure had a positive effect on reading, phonological awareness, and language competence in both languages: early bilinguals (age of first exposure 0–3 years) outperformed other bilingual groups (age of first exposure 3–6 years). Remarkably, schooling in two languages afforded children from monolingual English homes an advantage in phoneme awareness skills. Early bilingual exposure is best for dual language reading development, and it may afford such a powerful positive impact on reading and language development that it may possibly ameliorate the negative effect of low SES on literacy. Further, age of first bilingual exposure provides a new tool for evaluating whether a young bilingual has a reading problem versus whether he or she is a typically-developing dual-language learner.
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Curran, F. Chris, Michael H. Little, Lora Cohen-Vogel, and Thurston Domina. "School Readiness Assessments for Class Placements and Academic Sorting in Kindergarten." Educational Policy 34, no. 3 (2018): 518–47. http://dx.doi.org/10.1177/0895904818802109.
Full textAbstract:
Kindergarten readiness assessments are commonly used in schools nationwide. Prior work shows that the use of such assessments for class placement decisions has increased in recent years. This article uses the Early Childhood Longitudinal Study of 2011 to explore whether the use of readiness assessments for such purpose predicts differential sorting of students across classrooms by prior academic ability. Results from multilevel models as well as other sensitivity analyses suggest that the use of readiness assessments for classroom placements is predictive of slightly higher cross-class ability sorting, particularly in English/language arts. The implications for policy and practice are discussed.
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Quinn, Marie. "SFL in Solomon Islands: A Framework for Improving Literacy Practices in Primary School." Íkala 26, no. 1 (2021): 207–23. http://dx.doi.org/10.17533/udea.ikala.v26n01a05.
Full textAbstract:
Assessing and reforming classroom literacy has become a preoccupation of nations worldwide, not the least in the Pacific where countries are often working toward literacy in English within multilingual contexts. In Solomon Islands, in 2013, the poor results in regional and local literacy testing precipitated a review of how the English language was taught in primary schools across this multilingual nation. In the subsequent reform of classroom literacy materials and associated training for teachers, a principled approach was taken using a Systemic Functional Linguistics framework. Such an approach uses a model of language instruction based on language strata together with explicit teaching within a learning cycle to support reading and writing. This article describes how such principles from sfl were embedded into new teaching materials for the early years of primary school and the accompanying training for teachers and principals that took place from 2014–2016. The work offers a potential model of reform for other settings where the development of literacy in a non-community language is critical to students’ success in schooling.
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Adityo, Adityo, and Agista Nidya Wardani. "UTILIZATION OF APPLICATION PROGRAM IN SUPPORTING ASSESSMENT OF ENGLISH PERFORMANCE." JURNAL SCHEMATA Pascasarjana UIN Mataram 8, no. 1 (2019): 107–16. http://dx.doi.org/10.20414/schemata.v8i1.1432.
Full textAbstract:
English has been taught in early years of school and become one of the main course in the school based on the need of global society while not every school is able to offer the course due to the lack of qualified teachers. The evaluation needed in the learning process face a difficulty in which due to the lack of qualified teachers, is only capable of doing test and not evaluation. Based on the phenomena, this research is conducted to find a new method of evaluating English course by using language tools software that can be used by non-English teacher in accurate and valid evaluation and projected to modernised evaluation process in English course and able to support distance learning. The research employs quantitative analysis in a series of four data collections and analyses involving four participants over the time of 3 months. This research is further supported by language analysis from language expert as a secondary instrument to validate the result of the analysis from the main instrument, P_LEX language tools. The result of the research shows that language tools is valid as a supporting device for evaluating language performance as the result of the language analysis is in parallel to the analysis of language expert.
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Fitrianingtyas, Anjar, Jumiatmoko Jumiatmoko, and Nurul Shofiatin Zuhro. "INCREASING CHILDREN’S ENGLISH ABILITY THROUGH READING WORD MEDIA ANDROID-BASED IN OASIS KIDS NATIONAL PLUS SCHOOL GROUP B ACADEMIC YEAR 2018/2019." Early Childhood Education and Development Journal 1, no. 2 (2020): 19. http://dx.doi.org/10.20961/ecedj.v1i2.39204.
Full textAbstract:
This research is a Class Action Research which aims to improve English ability of group B consist of 7 children. This research was conducted in two cycles and each cycle consist of five stages that are planning, implementing actions, observing and reflecting. Data collection method used observation, interview and documentation. Data analysis technique used qualitative descriptive technique. The results showed the achievement of indicators and an increase in English ability. It can be seen from the pre-cycle English ability in the good category of 14.28%, then in the first cycle increased to 21.43% and in the second cycle the English ability of children increased by 75%. The conclusion of this research is that through the reading word media android-based can improve English ability of children in Oasis Kids National Plus School in Group B academic year 2018/2019. There is a suggestion for educators to try improving children’s English ability by using a variety of learning media, one of which is to use reading word media android-based. In addition, a suggestion for schools is to be a place for early childhood education to be able to provide learning activities in accordance with the characteristics of children’s learning abilities.