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Relevant bibliographies by topics / English language (Secondary)

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Academic literature on the topic 'English language (Secondary)'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "English language (Secondary)"

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Tippabhotla Vyomakesisri, Tippabhotla Vyomakesisri. "Challenges in Learning English as Secondary Language." International Journal of English and Literature 7, no. 6 (2017): 21–24. http://dx.doi.org/10.24247/ijeldec20174.

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Adhikari, Deepika. "Status of English language teaching in secondary level under different school interventions." Journal of NELTA 24, no. 1-2 (November 30, 2019): 162–77. http://dx.doi.org/10.3126/nelta.v24i1-2.27686.

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Language is the primary medium of communication and expression of thoughts and ideas. In India, there are two official languages- Hindi and English. English has-been occupying a dominant position since independence. There have been serious attempts to integrate English language in the school curriculum since 1980s. In the schools of West Bengal, English is taught either as a first language or second language. The present study intends to find the status of teaching English language in the secondary schools of Siliguri (West Bengal) where the schools with three different boards, ICSE, CBSE and state boards are chosen. The sample consisted of 50 teachers and 50 students from a total of 25 schools. A survey method and observation inventory was used for collection of data. The conclusion is that English language teachers need to abreast themselves with the latest developments in the context of language teaching. The co-operation from the school, teachers, parents and students yield fruitful results in improving the status of English language teaching.

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Nur, Shakila. "Secondary English Language Teacher Capacity: Insights From Bangladesh." International Journal of Education and Literacy Studies 6, no. 4 (October 31, 2018): 163. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.163.

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Like other developing, non-English speaking countries in Asia, Bangladesh has shown a phenomenal attention towards English education through the school curriculum. The attention is demonstrated by revisiting and revising pertinent curriculum, personnel, materials, methods, and assessment policies of English education. This paper, within an exploratory, qualitative case study paradigm offers a modest, interpretive inquiry into secondary English teacher capacity, in terms of their recruitment, training and class performance. The data were collected from semi-structured interviews with secondary English teachers, school principals and teacher trainers, and classroom observations of secondary English teachers. The findings identified a set of generic issues around secondary English teacher capacity. These included inadequate provision of teachers, stigmatised practice of teacher recruitment, limited attention to teacher training and their impacts on the overall quality of English education. Reflecting upon the findings, the paper concludes with a set of recommendations for secondary English personnel policy and practice, which could be a point of reference for Bangladesh and beyond.

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Cruz, MaryCarmen. "From the Secondary Section: Can English Language Learners Acquire Academic English?" English Journal 93, no. 4 (March 2004): 14. http://dx.doi.org/10.2307/4128972.

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Schleppegrell, Mary J., and Catherine L. O'Hallaron. "Teaching Academic Language in L2 Secondary Settings." Annual Review of Applied Linguistics 31 (March 2011): 3–18. http://dx.doi.org/10.1017/s0267190511000067.

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Research on instruction in academic language in second language (L2) secondary settings is currently emerging as a focus in applied linguistics. Academic language refers to the disciplinary registers that students encounter in the secondary years, and using academic language calls for advanced proficiency in complex language across subject areas, posing challenges for teacher preparation. In this article we summarize recommendations from syntheses of research on adolescent L2 learners and then present reports of recent studies that describe instructional approaches that illuminate the recommended practices in contexts where students who speak languages other than English are learning school subjects in English. Three key instructional dimensions are highlighted: that teachers need knowledge about how language works in their subject areas, that academic language development calls for careful planning across a unit of instruction, and that students need support for engagement in classroom activities that promote the simultaneous learning of language and content. To prepare teachers for this work, secondary teacher education needs to incorporate a focus on language–content relationships in each disciplinary area. More research is needed to better understand and support academic language development, and we call for collaboration and dialogue between educational researchers and applied linguists concerned with these issues.

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UCHE L, IGBOKWE,, and EGBE, CAJETAN I. "Integrating Peace Education into The English Language Curriculum for Nigerian Secondary Schools." International Journal of Scientific Research 3, no. 3 (June 1, 2012): 392–96. http://dx.doi.org/10.15373/22778179/march2014/157.

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Nur, Shakila, and Megan Short. "Secondary English Language Teacher Educators: Voices from Bangladesh." Universal Journal of Educational Research 8, no. 6 (June 2020): 2251–60. http://dx.doi.org/10.13189/ujer.2020.080608.

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Mukundan, Jayakaran. "Conjunctions in Malaysian Secondary School English Language Textbooks." International Journal of Applied Linguistics & English Literature 1, no. 1 (May 31, 2012): 1–11. http://dx.doi.org/10.7575/ijalel.v1n1p1.

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Lawrence, Salika A., Rosanne Rabinowitz, and Heather Perna. "Reading Instruction in Secondary English Language Arts Classrooms." Literacy Research and Instruction 48, no. 1 (December 12, 2008): 39–64. http://dx.doi.org/10.1080/19388070802226279.

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Stojičić, Violeta. "English EU terminology in Serbian." English Today 36, no. 2 (August 7, 2019): 42–47. http://dx.doi.org/10.1017/s0266078419000300.

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The process of aligning Serbian legislation with the legislation of the EU has stimulated the creation of a large body of specialized lexis and the modernization of the existing lexicon. In this paper, I discuss the linguistic mechanisms of contact-induced secondary term creation processes in the Serbian language within the scope of EU legislation and activities under the influence of English. Regarding the standardization of EU legislation terminology, Peruzzo (2012: 177) explores the need for the uniformity of terminology within every language in the EU. Namely, every language should be allowed ‘normative flexibility’ in adopting EU legislative provisions, but should also guarantee the maximum degree of uniform interpretation and the terms used should be clear, simple and precise. This means that in every EU language, consistent use of uniform terminology is of vital importance not only within a single text, but also across different texts related to the same issue. Fischer (2010: 28) observes two steps in the creation of terms in the EU: (1) terms are created in the dominating languages, predominantly in the procedural languages of English, French and German, and (2) they are translated into all other languages. She concludes that in most languages terms are created on the basis of a source term by translation, and that the creation of EU terminology can be described as a process in which (1) multilingual primary term-creation for the dominant languages is followed by (2) a secondary activity, intra-conceptual term-transfer for most other languages.

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Dissertations / Theses on the topic "English language (Secondary)"

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Li, Fung-yee. "Implementing student self-assessment in a secondary four writing class of a local secondary school." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1988400X.

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Wong, Shiu-yu Winnie. "Agrumentative writing in L1 Chinese and L2 English : a study of secondary six students in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709351.

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Runnalls, Cristina. "The secondary mathematics experiences of English language learners." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6266.

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In recent decades, the landscape of the U.S. classroom has been drastically changing. Schools at every level are enrolling increasingly higher numbers of culturally and linguistically diverse learners, many in the process of learning English. These students, frequently called English language learners (ELLs), present new and unique challenges to educators. Many of these challenges concern language and the many ways it affects the educational experience. One concern of great interest involves better understanding the ways language and academic content interact. Language is a pivotal component of the learning experience, and likely to affect students’ perceptions of the classroom environment and themselves, as well as interactions with teachers and peers. This concern remains critical to consider in secondary mathematics, where language demands are high, but teachers may not be trained to attend to both language and content in the mainstream classroom. The present research used data from the High School Longitudinal Study of 2009 to investigate the secondary mathematics experiences of ELL and non-ELL students in two studies conducted at distinct levels: student and teacher. At the student-level, hierarchical linear modeling was used to compare the effects of several student variables on both access to and achievement in mathematics, as well as how these effects differed between ELL and non-ELL students. Findings indicated that both mathematics self-efficacy and interest in early coursework were positively related to access to and achievement in mathematics, and these relationships were significantly stronger for ELL students. Conversely, positive perceptions of the learning environment and classroom engagement were often related to gains in outcomes for non-ELL students, but decreases for ELL students. This study highlighted several key factors of the secondary mathematics experience that behaved differently for ELL and non-ELL students. Implications of these findings are further discussed in Chapter 2. At the teacher-level, hierarchical linear modeling was used to compare the effects of teacher experience, classroom practices, and perceptions of departmental support on the access to and achievement in mathematics of their students, and how these effects differed between ELL and non-ELL students. Findings indicated that more conceptually-oriented teaching practices were beneficial to both students, with greater gains long-term for both ELL and non-ELL students. Procedurally-oriented teaching was beneficial to ELL students in nearly all cases, but detrimental to non-ELL students’ mathematics outcomes. The effects of perceptions of departmental support varied, with mixed effects for some (e.g. principal support) and detrimental effects for others (e.g. sense of responsibility). Implications of these findings are further discussed in Chapter 3. Finally, Chapter 4 discusses overarching themes across studies at both levels, summarizing the results with regards to student variables, teacher variables, and student-teacher-school relationships. Implications for administrators, teachers, and teacher educators are discussed.

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Noh, Bokyung. "English secondary prediction : the interface between focus and argument structure /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.

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Tai, Yaming. "The curricular planning process of English teachers in Taiwanese secondary schools /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Davies, Robert Mark. "Saskatchwan's secondary English curriculum, a postcolonial analysis of English Language Arts B30." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ35830.pdf.

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Lin, Angel. "Teaching in two tongues : language alternation of bilingual teachers in English language lessons in Hong Kong secondary schools /." [Hong Kong] : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12923126.

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Hui, Lai-yin Connie. "An investigation of the errors made by Hong Kong secondary students in their written work." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3169178X.

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Kwan, Chung-hin. "An investigation of English errors of Hong Kong secondary 1 and secondary 5 students and their relationship with mother tongue Cantonese transfer." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18939326.

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Books on the topic "English language (Secondary)"

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Sadler, R. K. Secondary English. South Melbourne: Macmillan, 1985.

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David, Curtis. Teaching secondary English. Buckingham [England]: Open University Press, 1993.

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Teaching secondary English. London: P. Chapman Pub., 2004.

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Lewis, Linda. Secondary, standards-based classrooms: English language arts. Washington, DC: National Center on Education and the Economy, 1999.

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Coles-Ritchie, Marilee. Inciting Change in Secondary English Language Programs. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101074.

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Philippa, Hunt, ed. Language knowledge for secondary teachers. London: David Fulton, 2005.

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Alberta. Alberta Learning. Learning Technologies Branch. English language arts 30-2. [Edmonton]: Alberta Learning, 2003.

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Branch, Alberta Alberta Learning Learning Technologies. English language arts 20-2. [Edmonton]: Alberta Learning, 2003.

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Alberta. Alberta Learning. Learning Technologies Branch. English language arts 10-2. [Edmonton]: Alberta Learning, 2002.

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Alberta. Alberta Learning. Learning Technologies Branch. English language arts 10-1. [Edmonton]: Alberta Learning, 2002.

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Book chapters on the topic "English language (Secondary)"

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Collier, Shartriya. "Engaging English Language Learners." In What Really Works in Secondary Education, 255–71. 2455 Teller Road, Thousand Oaks California 91320: Corwin | A SAGE Company, 2015. http://dx.doi.org/10.4135/9781071800782.n17.

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Pinter, Annamaria. "Secondary ELT." In The Routledge Handbook of English Language Teaching, 367–79. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-31.

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de Oliveira, Luciana C., Loren Jones, and Sharon L. Smith. "Multimodal Literacies in the English Language Arts Classroom for English Language Learners." In Teaching the Content Areas to English Language Learners in Secondary Schools, 21–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02245-7_2.

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Hansen-Thomas, Holly, and Juliet Langman. "Functional Language Awareness in Secondary Mathematics Classrooms." In Teaching Mathematics to English Language Learners, 143–59. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48355-5_8.

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Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education, 373–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_21.

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Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education, 1–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_21-1.

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Juan-Garau, Maria, and Joana Salazar-Noguera. "Learning English and Learning Through English: Insights from Secondary Education." In Content-based Language Learning in Multilingual Educational Environments, 105–21. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11496-5_7.

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Coles-Ritchie, Marilee. "Language Ideologies at Cherry High School." In Inciting Change in Secondary English Language Programs, 83–105. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101074_5.

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Zhao, Wen. "English Language Teaching in Vocational Senior Secondary Schools in China." In English Language Education and Assessment, 51–68. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_4.

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Goldman, Julie. "Six High-Leverage Writing Practices for Teaching English Language Learners in English Language Arts." In Teaching the Content Areas to English Language Learners in Secondary Schools, 65–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02245-7_5.

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Conference papers on the topic "English language (Secondary)"

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Dewi, Finita, Nenden Lengkanawati, and Pupung Purnawarman. "Technology-Supported English Language Teaching Professional Development: A Case Study of a Secondary English Teacher’s TPACK." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214701230132.

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Syiyami, Ismi, Erni Haryanti, Dahlya Nurwanti, and Nia Kurniawati. "The Use of Reading Aloud Method to Improve Students’ Speaking Ability: Indonesian Secondary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216502500256.

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Kairiene, Aida. "The Relationship between English Language Skills and Learning Needs of Secondary School Students." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.010.

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Students learn English with certain motives. Many students seek to improve their careers, others seek to gain confidence, and others plan to live abroad. Thus, the problematic question arises: how do English language skills and learning needs of secondary school students relate to each other? The research aim is to designate the relationship between English language skills and learning needs of secondary school students. The methods of descriptive statistics were used. The Spearman rank correlation coefficient was applied. Mostly the medium correlation and a weak correlation were dominated between English language skills and learning needs. The analysis disclosed that students give more priority to receptive skills ‒ reading and listening than to communicative - speaking and writing skills.

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Trisnawati, Meri, Sajidin, and Dian Ekawati. "EFL Teachers’ Implementation on using Their Lesson Plans: A Multiple Case Study at Secondary School Level in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221905670576.

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Fachrunnisa, Maryam, Nia Kurniawati, Sajidin, and Dian Ekawati. "Indonesian EFL Teachers Competence in Constructing Lots and Hots-based Test: A Case Study in an Indonesian Secondary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220404680476.

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Mustapha, Siti Maziha, and Fadhil Tahar M. Mahmoud. "Autonomous Learning Readiness and English Language Performance of English as a Foreign Language (EFL) Libyan Secondary School Students." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009060301090116.

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Mastur, Rosmawati, Rofiqoh, and Aminah Suriaman. "Correlation Between Students’ Motivation and English Achievement at Secondary School Level." In 5th International Conference on Arts Language and Culture (ICALC 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.055.

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Rachmawaty, Noor, and Setya Ariani. "Investigating The Types of Teacher Questions in EFL Secondary Classroom." In Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoelt-18.2019.6.

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Mustafa Tanis, Burnhan, Melvin A. Ballera, and Mosbah Mohamed Elssaedi. "Building English Vocabulary Schema And Words Retention Using Review Value Calculation For English As Secondary Language Students." In The First Conference for Engineering Sciences and Technology. AIJR Publisher, 2018. http://dx.doi.org/10.21467/proceedings.2.6.

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Caldwell, Brittany, and Salvador Huitzilopochtli. "Pre-service teachers’ developing instructional strategies for English language learners in secondary mathematics." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-255.

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Reports on the topic "English language (Secondary)"

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Orrnert, Anna. Review of National Social Protection Strategies. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2021.026.

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This helpdesk report reviews ten national social protection strategies (published between 2011-2019) in order to map their content, scope, development processes and measures of success. Each strategy was strongly shaped by its local context (e.g. how social development was defined, development priorities and existing capacity and resources) but there were also many observed similarities (e.g. shared values, visions for social protection). The search focused on identifying strategies with a strong social assistance remit from the Middle East and North Africa (MENA), Sub-Sarahan African and South and South-East Asian regions1 (Latin America was deemed out of scope due the advanced nature of social protection there). Examples from Sub-Saharan Africa are most widely available. Few examples are available from the MENA region2 – it may be that such strategies do not currently exist, that potential strategy development process are in more nascent stages or that those strategies that do exist are not accessible in English. A limitation of this review is that it has not been able to review strategies in other languages. The strategies reviewed in this report are from Bangladesh (2015), Cambodia (2011), Ethiopia (2012), Jordan (2019), Kenya (2011), Lesotho (2014), Liberia (2013), Rwanda (2011), Uganda (2015) and Zambia (2014). The content of this report focuses primarily on the information from these strategies. Where appropriate, it also includes information from secondary sources about other strategies where those original strategies could not be found (e.g. Saudi Arabia’s NSDS).

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