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Journal articles on the topic "English language – Composition and exercises – Study and teaching (Kindergarten)"
1
Arya Wiradnyana, I. Gd, IKN Ardiawan, and Km. Agus Budhi A.P. "Inside-Outside Circle Instructional Strategies with Image Media to Enhance Children Language Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 156–68. http://dx.doi.org/10.21009/141.11.
Full textAbstract:

 
 
 Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model.
 Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies
 Reference:
 
 
 
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Hidayatulloh, Taufik, Elindra Yetti, and Hapidin. "Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (2020): 215–30. http://dx.doi.org/10.21009/jpud.142.02.
Full textAbstract:
Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample.
 Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media
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 Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education. Creative Education, 04(07), 1–10. https://doi.org/10.4236/ce.2013.47a1001
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Shaheen, Umara, Muhammad Shaban Rafi, Shazia Aziz, and Noor Ul Ain. "MEETING DIVERSITY IN ESL CLASSROOM: A PEDAGOGICAL MODEL FOR A GLOBALIZED MILIEU." Journal of Teaching English for Specific and Academic Purposes, May 25, 2019, 237. http://dx.doi.org/10.22190/jtesap1902237s.
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Globalization demands dynamism in English as a Second Language (ESL) pedagogy to address the needs of students from diverse cultural, educational and linguistic backgrounds. Students hailing from different countries with varied levels of English proficiency present a serious challenge to instructors. The challenge to meet the needs of diverse students from Afghanistan and Pakistan, for instance, within the same teaching faculty, prompted this study. It attempts to explore Afghan and Pakistani students’ expectations of the first module of English introduced at undergraduate level, i.e., English Comprehension and Composition (ECC) at a Pakistani university, by applying the Expectancy Disconfirmation Model of Satisfaction (Oliver 2015,120). Students’ expectations have been a neglected area of research despite being a significant factor in behavior and performance. This study aims to find out how far the Pakistani and Afghan students’ expectations have been met with Negative Disconfirmation (non-fulfillment), Zero Disconfirmation (fulfillment) or Positive Disconfirmation (enhanced fulfillment). The findings reveal that the Afghan students were enrolled in the Pakistani university as a result of a mutual agreement between the Pakistani and Afghan governments under the Higher Education Commission (HEC)scholarship “Award of 3000 Scholarships to Students from Afghanistan under the Prime Minister’s Directive” had concerns with the advanced level grammar and reading exercises, while Pakistani students complained about insufficient class time, consecutive lectures and lack of adequate practice provided in the classroom. The study suggests a pedagogical framework for the students focusing on Contextualized Task Based Language Teaching (CTBLT) method in combination with Input-oriented approach for the desired academic outputmentioned in the objectives of the course/module.
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"Reading and writing." Language Teaching 37, no. 2 (2004): 127–31. http://dx.doi.org/10.1017/s0261444804232220.
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04–198Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email: kpchandl@syr.edu). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 356–85.04–199Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email: Paul.Nation@vuw.ac.nz). Identifying technical vocabulary. System (Oxford, UK), 32, 2 (2004), 251–63.04–200Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). The effects of planning on fluency, complexity, and accuracy in L2 narrative writing. Studies in Second Language Acquisition (New York, USA) 26, 1 (2004), 59–84.04–201Gascoigne, Carolyn (U. of Nebraska-Omaha, USA). Examining the effect of feedback in beginning L2 composition. Foreign Language Annals (New York, USA), 37, 1 (2004) 71–76.04–202Hamston, J. and Love, K. Reading relationships: Parents, boys, and reading as cultural practice. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 44–57.04–203Hobbs, Renee and Frost, Richard (Babson College, USA). Measuring the acquisition of media-literacy skills. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 330–55.04–204Huang, Jingzi (Monmouth University, USA; Email: jhuang@Monmouth.edu). Socialising ESL students into the discourse of school science through academic writing. Language and Education (Clevedon, UK), 18, 2 (2004), 97–123.04–205Johnston, Brenda (U. of Southampton, UK; Email: bhm@soton.ac.uk). Teaching and researching critical academic writing: scrutiny of an action research process. Educational Action Research (Oxford, UK), 11, 3 (2003), 365–87.04–206Kamler, B. (Deakin University, Australia). Relocating the writer's voice – from voice to story and beyond. English in Australia (Norwood, Australia), 138 (2003), 34–40.04–207Kim, Hae-Ri (Kyungil U., South Korea; Email: hrkimasu@hanmail.net). Dialogue journal writing through a literature-based approach in an EFL setting. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 293–318.04–208Kim, Myonghee (Indiana University, USA; Email: mahn@indiana.edu). Literature discussions in adult L2 learning. Language and Education (Clevedon, UK), 18, 2 (2004), 145–66.04–209Lee, Icy (Hong Kong Baptist U., Hong Kong; Email: icylee@hkbu.edu.hk). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing (New York, USA), 8, 3 (2003), 216–37.04–210Lindgren, Eva (Email: eva.lindgren@engelska.umu.se) and Sullivan, Kirk P. H. Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: a case study of two young female writers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 172–86.04–211Luke, A. (U. of Queensland, Australia/National Institute of Education, Singapore). Making literacy policy and practice with a difference. Australian Journal of Language and Literacy. (Adelaide, Australia), 26, 3 (2003), 58–82.04–212Mission, R. (U. of Melbourne, Australia). Imagining the self: the individual imagination in the English classroom. English in Australia (Norwood, Australia) 138 (2003), 24–33.04–213Morris, Darrell, Bloodgood, Janet W., Lomax, Richard G. and Perney, Jan (Appalachian State U., USA). Developmental steps in learning to read: a longitudinal study in kindergarten and first grade. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 302–28.04–214Ryu, Hoyeol (Hankyong National University, Korea; Email: hoyeol@hnu.hankyong.ac.kr). Process approach to writing in the post-process era: A case study of two college students' writing processes. English Teaching (Anseonggun, Korea), 58, 3 (2003), 123–42.04–215Shen, Helen H. (University of Iowa, USA; Email: Helen-shen@uiowa.edu). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education (Clevedon, UK), 18, 2 (2004), 167–82.04–216Shi, Ling (U. of British Columbia, Canada). Textual borrowing in second-language writing. Written Communication (Thousand Oaks, California, USA), 21, 2 (2004), 171–200.04–217Spence, Lucy K. (Arizona State University, USA). Stepping out of the conversation: giving students a space to co-construct writing. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 523–32.
Dissertations / Theses on the topic "English language – Composition and exercises – Study and teaching (Kindergarten)"
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Wortman, Robert Charles. "Authenticity in the writing events of a whole language kindergarten/first-grade classroom." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185416.
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The purpose of this study is to answer the research question: What are the elements of the writing process and written texts of kindergarten/first grade students in a whole language classroom that constitute authenticity? The written texts of twenty-one children from a variety of ethnic, socioeconomic and linguistic backgrounds were collected over the course of the school year. The tests were categorized according to penpal letters, signs/labels/captions and dialogue journal entries. Each category was analyzed to describe the writer's place in the context of situation, the function that each text served and the interaction of the linguistic cueing systems. The data indicate that the physical elements in the Context of Situation as described by Michael Halliday that proved most important to authenticity are: (1) Availability (proximity) and accessibility of a wide variety of resources. (2) Experience of students in creating and identifying resources in the environment. (3) Many opportunities to interact with audiences. (4) Student ownership of the process. The social relationships within the classroom that proved most important to authenticity are: (1) having a "real" audience for writing. (2) The relationship between the writer and the audience. (3) The degree of invitation with choice of when and where to write. The features of written texts which proved most important to authenticity are: (1) The students' familiarity with the genre of text. (2) The function of the texts to fulfill the purposes of the students. Whole language classrooms such as the one in this study provide a rich source of data for the study of authenticity.
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Melton, Janet Moody. "Mass media in the writing process of English as a second language kindergarteners: A case study examination." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2881/.
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Mass media such as television, video players, video games, compact disks, and the computers are commonplace in current American culture. For English as a Second Language children, television may be the only source of English in the home serving as models of grammar, syntax, story structure. An investigation was made using English as a Second Language (ESL) kindergarteners, the classroom writing center, participant-observation, teacher as researcher, and case study methodology to investigate the following questions: Do ESL kindergarten children use media in their writing? If so, how do they use media in their writing? Upon examination of the data, it was found that all these ESL children did use media in the writing process. The function and form of the media references varied from child to child. Media was a cultural context for the childrenÕs social interactions. Oral language (with and without media references) not only informed the writing for some, but also served: to initiate, participate in, and sustain social relationships with peers. Findings indicated that two case study subjects used social dialogue as a separate operation from the production of a written story. Language informed the writing but it also had a socialization function in addition to what the writing needs were. The social aspects of literacy beyond language used to inform the writing is a topic suggested for further research.
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Libby, Cynthia B. "Literature and writing in kindergarten: A thematic approach." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/751.
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Lam, Lit Ming Charles. "Process approach to teaching writing : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/358.
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Langford, Helen G. "Multiple discourses of literacy meaning-making : case studies of two English and French classrooms." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36629.
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In this thesis, I examine the influence of institutional control on three teachers' and twelve linguistically and culturally diverse childrens' perceptions and constructions of literacy meaning making in English and French in two grade six English and in two grade six French classrooms in the province of Quebec. The children in this study represent a cultural and linguistic mosaic of new arrivals, second-generation immigrant and native Montreal families that include Cambodian, East Indian, French, Italian, Lebanese and Portuguese families. Similarly, the three teachers come from diverse cultural and linguistic backgrounds that include a native Montreal anglophone, an immigrant from Egypt who is fluent in Arabic, English and French, and a second-generation Italian Quebecer who is fluent in Italian, English and French. The diverse cultural and linguistic backgrounds of the participants add a further dimension to the research project, that is, an understanding of the dialogic encounters between multilingual children and teachers during literacy events in two languages and two classroom contexts.<br>I draw from Halliday's (1978, 1985) social theory of language use, Bakhtin's (1981, 1984) dialogical theory of discourse and Vygotsky's (1978, 1981, 1986) socio-cultural theory of language and learning to provide a theoretical lens for viewing the childrens' appropriation of literacy meaning making practices. I audiotaped, transcribed and interpreted the literacy events, teachers' discourse and discursive practices and the childrens' literate actions and artifacts for emerging patterns. In addition, interviews were transcribed, coded for emerging patterns and interpreted as socially negotiated texts.<br>The findings led me to four major conclusions. First, while institutional controls such as textbooks, programs, evaluation, and teacher beliefs about literacy continue to maintain power of literacy meaning making practices in these four classroom contexts, the reconstruction and negotiation of this power varies across the classroom contexts and amongst the teachers and children. Second, the teachers' discourse and discursive practices, as well as, situational complexities such as the intersections of cultures, communities, classrooms and languages shape the childrens' literacy perceptions, interpretations and constructions in English and French within and across the classroom contexts. Third, teaching practices for literacy meaning making are neither solely analytical or experiential nor are they solely explicit or implicit. The three teachers' literacy practices appear to be more along a continuum than a dichotomy, that is, they appear to be local, strategic and contexts-related. Fourth, the recognition of a plurality of literacies suggest that childrens' cultural stances and viewpoints need to be considered, as well as, the kinds of literacy experiences they are and are not being asked to engage in their English and French classrooms.
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Yuen, Dick-yan Dennis, and 源迪恩. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958424.
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Lau, Man-kit Tony, and 劉文傑. "Idea development and organization in English writing for seventh formers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959507.
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Fisher, Janis Linch Banks. "English writing placement assessment: Implications for at-risk learners." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3022.
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Tsung, Lai Fun Maggie. "Teaching writing in a primary school using the process approach : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/357.
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Kwok, Hong-lok, and 郭康樂. "Developing an error analysis and error correction strategy for form 6 English composition classes in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949071.
Full textBooks on the topic "English language – Composition and exercises – Study and teaching (Kindergarten)"
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Harvey, Daniels. A writing project: Training teachers of composition from kindergarten to college. Heineman Educational Books, 1985.
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Helping children become readers through writing: A guide to writing workshop in kindergarten. International Reading Association, 2006.
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Sandra, Murphy, and Lowry Margaret, eds. Using rubrics to improve student writing, kindergarten. International Reading Association, 2009.
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Daniels, Harvey A. A writing project: Training teachers ofcomposition from kindergarten to college. Heineman Educational Books, 1985.
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Teachers College Reading and Writing Project (Columbia University), ed. If--then--curriculum: Assessment-based instruction, kindergarten. Firsthand, an imprint of Heinemann, 2013.
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Pam, Allyn, ed. The complete year in reading and writing.: Daily lessons, monthly units, yearlong calendar. Scholastic, 2008.
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Garin, Baker, and University of Pittsburgh. Learning Research and Development Center., eds. Reading & writing grade by grade: Primary literacy standards for kindergarten through third grade. New Standards, 1999.
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