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Journal articles on the topic 'English Literacy Development (ELD) students'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Brubacher, Katherine. "Teachers’ Discourses on Teaching Students of Elementary School English Literacy Development in Ontario." TESL Canada Journal 30, no. 2 (2013): 18. http://dx.doi.org/10.18806/tesl.v30i2.1139.

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This article explores teachers’ discourses on teaching English Literacy Develop- ment (ELD) students in mainstream elementary school classrooms through an examination of their philosophies of teaching and reflections on literacy. The find- ings are based on empirical qualitative data collected from interviews with two English-as-a-second language (ESL)/ELD teachers in two school boards in On- tario. Both participants discussed the importance of developing awareness of and including in classes students’ learning and language experiences from outside the formal education system. Challenges perce

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Mohammed Hasan, Aveen, and Zaiton Fareeq Hasan. "Students’ Perception towards Literature Integration in the English Language Departments at Duhok and Zakho Universities." Advances in Language and Literary Studies 10, no. 4 (2019): 130. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.130.

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This study investigates the students’ perceptions towards literature integration in language learning in the English Language Departments (henceforth ELD) at Duhok and Zakho universities. Knowledge about students’ perceptions will influence their interest and language learning development. Literature is an important part of the syllabus at most ELDs in the Kurdish universities. Although studies have shown the importance of the learners’ perception, no studies have examined the students’ perceptions towards their literature modules in the ELDs at the Kurdish universities. The study is based on

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Au-Yeung, Karen, Kathleen Hipfner-Boucher, Xi Chen, Adrian Pasquarella, Nadia D'Angelo, and S. Hélène Deacon. "Development of English and French Language and Literacy Skills in EL1 and EL French Immersion Students in the Early Grades." Reading Research Quarterly 50, no. 2 (2014): 233–54. http://dx.doi.org/10.1002/rrq.95.

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Lawrence, Anne M., and Michael B. Sherry. "How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action." Journal of Literacy Research 53, no. 1 (2021): 29–52. http://dx.doi.org/10.1177/1086296x20986598.

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Literacy researchers have explored how video games might be used as supplementary texts in secondary English language arts (ELA) classrooms to support reading instruction. However, less attention has been focused on how video games, particularly online educational games designed to teach argumentation, might enhance secondary ELA students’ writing development. In this article, we describe how the pedagogical feedback provided by one such game, Quandary, influenced two seventh graders’ written arguments in advocacy letters addressed to the state governor regarding a local environmental disaster

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Lê, Quỳnh Tiên Nguyên, and Morgan S. Polikoff. "Do English Language Development Curriculum Materials Matter for Students’ English Proficiency?" SAGE Open 11, no. 3 (2021): 215824402110357. http://dx.doi.org/10.1177/21582440211035770.

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Castañeda v. Pickard mandated that educational programs for emergent bilinguals be tested for program efficacy. As English language development (ELD) curricular materials are one part of an instructional program, we assess this mandate by examining the effectiveness of ELD materials in Texas, a large, diverse U.S. state with large numbers of emergent bilingual (EB) students. Using local linear matching, we find robust evidence that schools that do not purchase any ELD curricula have significantly lower English language proficiency scores relative to schools that purchase state-adopted ELD mate

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Zheng, Ying, Liying Cheng, and Don A. Klinger. "Do Test Formats in Reading Comprehension Affect Second-Language Students' Test Performance Differently?" TESL Canada Journal 25, no. 1 (2007): 65. http://dx.doi.org/10.18806/tesl.v25i1.108.

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Large-scale testing in English affects second-language students not only greatly but also differently than first-language learners. The research literature reports that confounding factors in such large-scale testing such as varying test formats may differentially affect the performance of students from diverse backgrounds. An investigation of test performance between ESL/ELD students and non- ESL/ELD students on the Ontario Secondary School Literacy Test (OSSLT) was performed to investigate whether test formats in reading comprehension affected the two groups differently. The results indicate

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Cárdenas-Hagan, Elsa. "Cross-Language Connections for English Learners’ Literacy Development." Intervention in School and Clinic 54, no. 1 (2018): 14–21. http://dx.doi.org/10.1177/1053451218762583.

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The number of English learners continues to increase in the United States. Additionally, many English learners will experience language and learning disabilities. These students require specialized instruction by highly qualified educators. This article addresses the various cross-language strategies that can benefit English learners with disabilities. Examples of explicit and systematic instruction are provided. In addition, resources to support language instruction in the forms of tables and figures are provided for the reader. Most educators will at some point in their career face the chall

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Baecher, Laura, and Angela B. Bell. "Opportunity to Teach: Push-In and Pull-Out Models of English Learner Instruction." Journal of Education and Culture Studies 1, no. 1 (2017): 53. http://dx.doi.org/10.22158/jecs.v1n1p53.

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<p><em>As the number of US English Language Learners (ELLs) increases, elementary educators struggle to make decisions related to curriculum and instruction. This research fills an important gap in the research on program models for ELLs by presenting a two-part investigation of push-in and pull-out English Language Development (ELD) instruction from the vantage point of English as a Second Language (ESL) teachers. The first part of the investigation uses nationally administered surveys to capture the practices, beliefs, and challenges of ESL professionals working in these models.

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Diem, Chuzaimah D., Nova T. Yuniarti, and Soni Mirizon. "What Could the Big6 Strategy Do to Students’ English and Information Literacies?" Studies in Linguistics and Literature 3, no. 1 (2019): 30. http://dx.doi.org/10.22158/sll.v3n1p30.

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<em>This study was aimed to investigate what the Big6 strategy could do to the development of both students’ proficiency in English literacy and information literacy. To achieve the purpose, an experimental study with time series design was conducted. Forty-five students of a private secondary school in Palembang were randomly selected for intervention based on their levels of reading. To collect the data, both English literacy and information literacy tests were given to the students. The results of paired-sample-t test analysis show that both students’ English and information literacie

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Norton, Bonny. "Identity, Literacy, and English-Language Teaching." TESL Canada Journal 28, no. 1 (2010): 1. http://dx.doi.org/10.18806/tesl.v28i1.1057.

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In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners’ engagement with text. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed by theories of investment and imagined communities. Data from English-language classrooms in Canada, Pakistan, and Uganda suggest that if learners have a sense of ownership over meaning-making, they will have enhanced identities as learners and partic

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Gándara, Patricia, and Russell W. Rumberger. "Defining an Adequate Education for English Learners." Education Finance and Policy 3, no. 1 (2008): 130–48. http://dx.doi.org/10.1162/edfp.2008.3.1.130.

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This article explores the components of an “adequate” education for linguistic minority students in California and attempts to distinguish these from the components of an adequate education for low-income students who are native English speakers. About 1.6 million students were classified as English learners (ELs) in California in 2006. We argue that in order to determine the costs of educating these students, it is necessary to specify the goals of instruction. Four possible goals are: (1) reclassification to fluent English proficient (FEP) only; (2) reclassification to FEP and maintenance of

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Suniyasih, Ni Made, Ni Made Ratminingsih, and I. Gede Budasi. "Development of Multilingual Thematic Picture Dictionary: A Support for Literacy." Jurnal Pendidikan dan Pengajaran 53, no. 3 (2020): 236. http://dx.doi.org/10.23887/jpp.v53i3.27508.

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The study aimed at developing a multilingual thematic picture dictionary as a media to support literacy in English language for fifth grade elementary school students in Bali. This study used Design and Development (D&D) model by Richey and Klein (2014). The steps were (1) analysis, (2) design, (3) development, and (4) evaluation. Fifth grade elementary school students and English teachers from rural and urban area were the research subjects. They were chosen through purposeful sampling technique. In analysis, the data were collected through observation, interview, questionnaire, and docum

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KAHN-HORWITZ, JANINA, RICHARD L. SPARKS, and ZAHAVA GOLDSTEIN. "English as a foreign language spelling development: A longitudinal study." Applied Psycholinguistics 33, no. 2 (2011): 343–63. http://dx.doi.org/10.1017/s0142716411000397.

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ABSTRACTEnglish as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explainin

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Kwon, Hyekyung, Kyungsuk Chang, and Youngjoo Jeon. "Programs Supporting Students' English Literacy Development in Collaboration with Public Libraries: A Development of an English Reading Program." Journal of the Korea Contents Association 14, no. 7 (2014): 541–49. http://dx.doi.org/10.5392/jkca.2014.14.07.541.

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Some-Guiebre, Esther. "Mainstreaming English Language Learners: Does It Promote or Hinder Literacy Development?" English Language Teaching 9, no. 1 (2015): 33. http://dx.doi.org/10.5539/elt.v9n1p33.

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<p>This study examines the interaction between African immigrant students and their mainstream teachers. I am particularly interested in the influence of classroom practices on the literacy development of Francophone African immigrant children in the U.S. classroom. The student participants in this study (two French speaking African students) were all permanent residents in the United States. They were all born and schooled in their home countries and were fluent in French (the language of instruction in their home countries). Since their immigration to the U.S. with their parents, the c

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Joo, Hyungmi. "Literacy Practices and Heritage Language Maintenance." Journal of Asian Pacific Communication 19, no. 1 (2009): 76–99. http://dx.doi.org/10.1075/japc.19.1.05joo.

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The number of students who speak a language other than English at home has significantly increased in various Anglophone (i.e., English-dominant) countries in recent decades. As the student populations in these countries’ schools have become more linguistically and culturally diverse, concerns about language minority students’ language and literacy development have also increased. Researchers have documented the literacy practices of various linguistic and cultural groups at home and/or in the community. This paper portrays the literacy practices of Korean-American students, in particular the

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Bailey, Alison L., and Becky H. Huang. "Do current English language development/proficiency standards reflect the English needed for success in school?" Language Testing 28, no. 3 (2011): 343–65. http://dx.doi.org/10.1177/0265532211404187.

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English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The const

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Muhamad Zamani, Nur Fadzilah. "High English Literacy among Students from Low Socioeconomic Backgrounds: Exploring the Challenges." IIUM Journal of Educational Studies 5, no. 2 (2018): 4–19. http://dx.doi.org/10.31436/ijes.v5i2.186.

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As people agree that socioeconomic status (SES) is one of the contributing factors that hinders one’s literacy development, there are still students who come from low socioeconomic background yet are able to acquire high English literacy despite the presence of life stressors. This study examines the challenges faced by low SES students in acquiring high English literacy and the factors that help them to overcome those challenges. Three students aged fourteen to sixteen years old were chosen as the sample for this study through purposive sampling technique. A qualitative semi-structured interv

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Paul, Peter V., and Faisl Alqraini. "Conclusion: Perspectives on Language, Literacy, and Deafness." Education Sciences 9, no. 4 (2019): 286. http://dx.doi.org/10.3390/educsci9040286.

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As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English litera

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Kucer, Stephen B., and Cecilia Silva. "The English Literacy Development of Bilingual Students Within a Transition Whole-Language Curriculum." Bilingual Research Journal 23, no. 4 (1999): 345–71. http://dx.doi.org/10.1080/15235882.1999.10162740.

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Dewi, Ratna Sari, and Diani Syahputri. "Development of Teaching Materials Drama for Web-Based to Improve the Students’ Skill for Digital Literacy and English Language for Students at FKIP UMSU." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 4 (2020): 2750–58. http://dx.doi.org/10.33258/birci.v3i4.1285.

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The purpose of this research is to develop instructional materials web-based for drama subject who is feasible and valid at Teacher Training and Education Department (FKIP) at Muhammadiyah University of Sumatera Utara and effectively to improve the students’ achievement in Digital Literacy as well as English Language. The research and development model used 4 D (Define, Design, Develop and Disseminate). The instrument of this research is questionnaires given to the seventh grade students. To test the quality of instructional drama material and tested the validity and practicality assessed by e

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Cahya, Wahyu Dwi, and Luh Putu Artini. "The Implementation of Independent Reading Literacy Activities in Secondary Education." Journal of Education Research and Evaluation 4, no. 1 (2020): 63. http://dx.doi.org/10.23887/jere.v4i1.23515.

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The present study aimed at describing the implementation of independent reading literacy activities at SMA N Bali Mandara and how it affects students’ English literacy skills. This study followed case study design, and the primary data were obtained through interview, observation, and document analysis. The results of the study revealed that the implementation of independent reading literacy activities was applied in three stages: 1) the habituation stage; 2) the development stage; and 3) the learning stage. In the habituation stage, the school used silent reading to form reading habits. This

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Umam, Amalul, and Yani Awalia Indah. "Exploring In-Service TEYL Teachers’ Assessment Literacy: Implication For Continuing Professional Development." JEES (Journal of English Educators Society) 5, no. 1 (2020): 47–51. http://dx.doi.org/10.21070/jees.v5i1.364.

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Assessment is central and holds essential role in language learning from which the result of the teaching and learning are derived. It shows that the ability of language teachers in assessing their students is crucial. This study explored the assessment literacy of in-service TEYL teachers in Bogor by employing narrative case study. The subjects of the study were 19 English teachers around Bogor. In collecting the data, CALI (Classroom Assessment Literacy Inventory) and FGD (Focus Group Discussion) were employed. The data gathered from CALI were then scored and analyzed, and FGD data were code

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Artini, Luh Putu. "Rich Language Learning Environment and Young Learners’ Literacy Skills in English." Lingua Cultura 11, no. 1 (2017): 19. http://dx.doi.org/10.21512/lc.v11i1.1587.

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This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’ low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. The data were collected through questionnaires, observation, interview, English literacy tests, and stu

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Cummins, Jim, Rania Mirza, and Saskia Stille. "English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies." TESL Canada Journal 29 (October 3, 2012): 25. http://dx.doi.org/10.18806/tesl.v29i0.1121.

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This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achie

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Hidayati, Fithriyah Nurul. "ENGLISH LITERACY MANAGEMENT AT SMPI AL ABIDIN SURAKARTA." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 5, no. 1 (2021): 57–68. http://dx.doi.org/10.33650/al-tanzim.v5i1.1623.

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This study aims to analyze the implementation of school management to improve students' English literacy at SMP Islam Al Abidin Surakarta. This study uses a qualitative approach with a phenomenological method. The process of seeking and finding information related to English literacy improvement management is carried out through the 5W + 1H process. The study results showed that the implemented school management consisted of steps that supported English literacy starting from planning, organizing, implementing and evaluating activities. 1) The planning steps is related to determining goals, ob

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Moses, Lindsey, and Laura Beth Kelly. "The Development of Positive Literate Identities Among Emerging Bilingual and Monolingual First Graders." Journal of Literacy Research 49, no. 3 (2017): 393–423. http://dx.doi.org/10.1177/1086296x17713291.

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In this study, the researchers examined how first-grade students initially positioned as struggling readers took up literacy practices to reposition themselves as capable competent readers and part of a literate community of practice over an academic year. Using positive discourse analysis and case study methodology, the researchers documented and analyzed the identity work of two students, an English monolingual and a Spanish-English emerging bilingual, who worked to reposition themselves in their classroom community. The participants were part of a diverse, urban, first-grade dialogic inquir

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Johnston, Nicole, Helen Partridge, and Hilary Hughes. "Understanding the information literacy experiences of EFL (English as a foreign language) students." Reference Services Review 42, no. 4 (2014): 552–68. http://dx.doi.org/10.1108/rsr-05-2014-0015.

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Purpose – This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy? Design/methodology/approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four quali

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Asanti, Chris, and Syamdianita Syamdianita. "ENCOURAGING CRITICAL LITERACY DEVELOPMENT THROUGH EXTENSIVE READING ACTIVITY IN AN EFL (ENGLISH AS A FOREIGN LANGUAGE) CONTEXT." Journal of Culture, Arts, Literature, and Linguistics (CaLLs) 3, no. 2 (2017): 127. http://dx.doi.org/10.30872/calls.v3i2.869.

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This study is an attempt to address the issue of how extensive reading (ER) as a supplementary reading approach is able to encourage students’ critical literacy. Further, how ER influences students’ perception of critical literacy related to students’ viewpoint of the texts is examined thoroughly. ER in this study was employed as a supplementary reading activity where students were engaged to read in a large number of materials on a wide range of topics and they had freedom to select the reading material based on its relevance to their interests, knowledge, and experience (Day & Bamford, 2

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Hamouma, Chahrazad, and Nadia Menezla. "The Impact of Digital Literacy Proficiency on EFL Students' Academic Writing Performance." International Journal of Digital Literacy and Digital Competence 10, no. 4 (2019): 40–55. http://dx.doi.org/10.4018/ijdldc.2019100103.

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In light of the increasing recognition of digital literacy in learning and education generally, and in English Foreign Language (EFL) instruction specifically, the purpose of this research article is to examine the impact of digital literacy on EFL students' academic writing performance. The subjects of this study were 80 third year EFL students from M'sila University. The research instruments included a digital literacy questionnaire and a writing performance test which were given to the study participants to answer. The relationship between students' digital literacy and their academic writi

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Oliver, Rhonda, Judith Rochecouste, Samantha Vanderford, and Ellen Grote. "Teacher awareness and understandings about Aboriginal English in Western Australia." Australian Review of Applied Linguistics 34, no. 1 (2011): 60–74. http://dx.doi.org/10.1075/aral.34.1.04oli.

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Repeated assessments of literacy skills have shown that Aboriginal students do not achieve at the same level as their non-Aboriginal peers. Many Aboriginal students speak Aboriginal English, a dialect different from the Standard Australian English used in schools. Research shows that it is crucial for educators in bidialectal contexts to be aware of students’ home language and to adopt appropriate educational responses. For over a decade, the ABC of Two-Way Literacy and Learning Professional Development Program has sought to improve outcomes for Aboriginal students in Western Australia. By pro

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Agustina, Noni, and Nugroho Budhisantosa. "Development of e-learning for English class." SHS Web of Conferences 42 (2018): 00077. http://dx.doi.org/10.1051/shsconf/20184200077.

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In the twenty first century, teachers are required to have a digital literacy skill. They must be able to integrate technology in learning process. It was already conducted by a teacher in one of public junior high schools in Jakarta. She searched the materials from the internet but she had a problem to adjust the learning materials to her students’ needs and characteristics. Therefore, this study was undertaken to explore deeply how to develop e-learning in English class based on her students’ needs and characteristics. This study employed research and development methodology. The participant

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Christie, Frances. "Literacy in Australia." Annual Review of Applied Linguistics 12 (March 1991): 142–55. http://dx.doi.org/10.1017/s0267190500002191.

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This discussion will focus upon English literacy research which draws upon systemic functional linguistic theory. Over the last ten to fifteen years, a significant number of applied linguists and language educators have emerged in Australia who use systemic functional linguistic theory to address a wide range of research questions. Their effort has been stimulated by the scholarly leadership of Halliday (e.g., 1985a), who took up the Chair of Linguistics at Sydney University in the late 1970s, as well as that of colleagues and former students of his, including Hasan (e.g., Halliday and Hasan 1

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Dwyer, Eric, and Mary Lou McCloskey. "Literacy, Teens, Refugees, and Soccer." Refuge: Canada's Journal on Refugees 29, no. 1 (2013): 87–101. http://dx.doi.org/10.25071/1920-7336.37509.

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This study examined the literacy development of teenage refugee boys in a one-month intensive summer literacy camp. Th e study intervention sought to abate literacy regression among language minority students in a suburban southern US city by combining physical training and promotion of literacy culture. Students experienced an intensive schedule of athletics and reading/writing workshops. Data were collected regarding student writing, reading proficiency, and dispositions toward literacy practices. Outcomes included increased expressed student enjoyment expressed for both reading and writing,

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Babinski, Leslie M., Steven J. Amendum, Steven E. Knotek, Marta Sánchez, and Patrick Malone. "Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial." American Educational Research Journal 55, no. 1 (2017): 117–43. http://dx.doi.org/10.3102/0002831217732335.

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Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language

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Fitton, Lisa, Kristina Nichole Bustamante, Mary Claire Wofford, et al. "Intensifying English Vocabulary Instruction for English Language Learners." Perspectives of the ASHA Special Interest Groups 1, no. 16 (2016): 4–14. http://dx.doi.org/10.1044/persp1.sig16.4.

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English vocabulary development is a key component of language and literacy development for English language learners (ELLs) living in the United States. With the increase in the number of speech-language pathologists (SLPs) with ELLs on their caseloads, it has become increasingly important for SLPs to be able to facilitate vocabulary growth in ELLs. To assist SLPs working with ELLs in schools, the present paper provides an overview of strategies to enhance English vocabulary instruction for ELLs, drawing on evidence from research with both monolingual and bilingual students. Strategies include

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Hartman, Maria C., Onudeah D. Nicolarakis, and Ye Wang. "Language and Literacy: Issues and Considerations." Education Sciences 9, no. 3 (2019): 180. http://dx.doi.org/10.3390/educsci9030180.

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This article provides background on the major perspectives involving the development of English language and literacy with respect to the evolving demography of d/Deaf and hard-of-hearing children and adolescents. It synthesizes research and controversies on the developmental similarity hypothesis—that is, whether the acquisition of English language and literacy of d/Deaf and hard-of-hearing students is developmentally similar to that of typical language/literacy learners. The outcomes of this discussion have instructional implications and proffer guidelines for teacher preparation programs. T

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Marulanda Ángel, Nora Lucía, and Juan Manuel Martínez García. "Supporting English Language Learners’ Academic Writing Development Through a Systematized Assistance Model." Lenguaje 47, no. 2 (2019): 453–78. http://dx.doi.org/10.25100/lenguaje.v47i2.7702.

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Despite recent efforts to improve college-level students’ academic writing, the ways this skill develops continues to be vastly unexplored. Students do not meet the current literacy demands posed by higher education. These demands become more strenuous when students have to write in English, a language they do not master. The current study reports on the implementation of a systematized assistance model for writing in English as a Foreign Language in a Colombian public university’s bilingual teacher education program. Weekly tutoring sessions were provided to 16 students from an academic writi

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Beneville, Margaret A., and Chieh Li. "Evidence-based literacy interventions for East/Southeast Asian English language learners." Journal for Multicultural Education 12, no. 1 (2018): 50–66. http://dx.doi.org/10.1108/jme-12-2016-0061.

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Purpose There is a notable dearth of interventions that have been specifically designed for Asian English Language Learner (ELL) students, and the existing research on ELL students often lacks population validity and sample diversity. In response to this need, this paper aims to review current research on literacy interventions for East/Southeast Asian ELLs and provide practical recommendations for educators teaching literacy skills to this population. Design/methodology/approach To identify studies for inclusion in this review, a systematic literature search was conducted of peer-reviewed stu

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Nabhan, Salim, and Rahmad Hidayat. "Investigating Literacy Practices in a University EFL Context from Multiliteracies and Multimodal Perspective: A Case Study." Advances in Language and Literary Studies 9, no. 6 (2018): 192. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.192.

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This study attempts to investigate the literacy practices of EFL teaching and learning in higher education level from multiliteracies and multimodal perspective. Mixed methods were used: questionaires to the students, interviews with both teachers and students, focus group discussion with students, observation, and documents. The study was focused on the English reading and writing classroom activities. The results of the study revealed that most participating students frequently utilized on screen text and digital devices instead of printed paper in their reading and writing activities. In ad

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Haneda, Mari, and Gumiko Monobe. "Bilingual and biliteracy practices." Journal of Asian Pacific Communication 19, no. 1 (2009): 7–29. http://dx.doi.org/10.1075/japc.19.1.02han.

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In this paper, we report the findings of our qualitative inquiry conducted with two male and two female sojourner students in their early teens living in the United States. Sojourner students, an under-researched population in literacy studies, refers to expatriate children who reside and study abroad for a number of years because of their parents’ jobs and who anticipate eventual return to their home country. Our participants were Japanese sojourner students. Drawing on multiple sources of data, including the students’ literacy logs that documented their reading and writing activities in Japa

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He, Zhongqing. "Establishing Disciplinary English in the Curriculum for English Majors in Chinese Tertiary Education." Journal of Language Teaching and Research 11, no. 4 (2020): 575. http://dx.doi.org/10.17507/jltr.1104.07.

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Despite several reforms in English language teaching (ELT) for English majors at university level in China over the past decades, few studies have paid attention to how the curriculum for English majors needs modifying. The article calls for the establishment of disciplinary English as an important component in the English major curriculum in Chinese tertiary education. Focusing specifically on the development of ELT for English majors, this article discusses how disciplinary English might help solve literacy problems faced by English majors and clarifies the need for disciplinary English and

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Wingate, Ursula. "Academic literacy across the curriculum: Towards a collaborative instructional approach." Language Teaching 51, no. 3 (2016): 349–64. http://dx.doi.org/10.1017/s0261444816000264.

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I respond to the conference theme ‘English across the Curriculum’ by suggesting that ‘Academic literacy’ should be taught across the curriculum. I first explain the concept of academic literacy, which describes the range of abilities that students have to acquire when starting out in a new academic discipline. I then discuss the dominant instructional provision at universities. As this provision fails to address students’ real learning needs, I argue for curriculum-integrated academic literacy instruction that is based on the collaboration between English for academic purposes (EAP) specialist

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Choi, Jayoung. "Asian English language learners’ identity construction in an after school literacy site." Journal of Asian Pacific Communication 19, no. 1 (2009): 130–61. http://dx.doi.org/10.1075/japc.19.1.07cho.

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The importance of students’ identity development has increasingly been acknowledged in the fields of second language acquisition and literacy research. In the cases of two populations receiving growing attention in the research literature, English Language Learners (immigrant students learning English in school settings) and Heritage Language Learners (students attempting, informally or formally, to learn or further develop a language other than English that is spoken in the home environment), identity construction is an especially complicated process. These students move between two environme

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Greenleaf, Cynthia L., Cindy Litman, Thomas L. Hanson, et al. "Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development." Review & Expositor 95, no. 3 (1998): 647–717. http://dx.doi.org/10.1177/003463739809500319.

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This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experi

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Schmidt Hanbidge, Alice, Tony Tin, and Nicole Sanderson. "Information literacy skills on the go." Journal of Information Literacy 12, no. 1 (2018): 118. http://dx.doi.org/10.11645/12.1.2322.

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Students’ understanding and integration of information literacy (IL) skills are fundamental to higher education and lifelong learning. Development and implementation of thirteen mobile lessons application (http://renmil.ca/ ) in the Mobile Information Literacy Tool (MIL) was the result of a unique collaboration between faculty and the library. Lessons demonstrated how to locate, evaluate, and use information effectively. Mixed methods pilot study findings (Hanbidge, Sanderson, & Tin, 2015) informed the Canadian project’s second stage analysis to determine fluency in digital literacy skills

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Schmidt Hanbidge, Alice, Tony Tin, and Nicole Sanderson. "Information literacy skills on the go." Journal of Information Literacy 12, no. 1 (2018): 118. http://dx.doi.org/10.11645/jil.v12i1.2322.

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Students’ understanding and integration of information literacy (IL) skills are fundamental to higher education and lifelong learning. Development and implementation of thirteen mobile lessons application (http://renmil.ca/ ) in the Mobile Information Literacy Tool (MIL) was the result of a unique collaboration between faculty and the library. Lessons demonstrated how to locate, evaluate, and use information effectively. Mixed methods pilot study findings (Hanbidge, Sanderson, & Tin, 2015) informed the Canadian project’s second stage analysis to determine fluency in digital literacy skills

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Bourgoin, Renée, and Joseph Dicks. "Learning to Read in Multiple Languages: A Study Exploring Allophone Students’ Reading Development in French Immersion." Language and Literacy 21, no. 2 (2019): 10–28. http://dx.doi.org/10.20360/langandlit29466.

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This article describes a two-year study of the French and English reading development of seven elementary French immersion (FI) students who spoke a home language that is neither English nor French. Given the critical role of literacy in school success and the growing number of third language (L3) learners entering FI, this study focused on L3 learners’ reading experiences. Standardized reading measures were administered in English and in French and think-aloud protocols and interviews were conducted with students. Results suggest that L3 students are similar to, if not stronger than, their bi

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Oliver, Rhonda, Ellen Grote, Judith Rochecouste, and Mike Exell. "Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language." Australian Journal of Indigenous Education 41, no. 2 (2012): 229–39. http://dx.doi.org/10.1017/jie.2012.23.

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Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the development of a second language and literacy needs analysis model designed for high school VET teachers to address the needs of Indigenous students. The stud

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Nanwani, Sanjay. "Linguistic Challenges Lived by University Students in Bogotá in the Development of Academic Literacy." Colombian Applied Linguistics Journal, no. 11 (April 4, 2011): 136. http://dx.doi.org/10.14483/22487085.160.

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The focus of this paper is on the challenges that Colombian university students live when developing academic writing in English as a foreign language. At the macro level, it points to the importance of a theoretically informed understanding of teaching practices in ELT; at the micro level it intends to sensitize ELT practitioners, and particularly academic writing instructors, on the diverse challenges students – particularly non-native learners – experience when appropriating a largely unknown discourse upon entry to the university. Excerpts from participants in a two-year study intertwine w

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