Relevant bibliographies by topics / English literacy learning

Contents

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

Academic literature on the topic 'English literacy learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "English literacy learning"

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Schwartz, Mila, Esther Geva, David L. Share, and Mark Leikin. "Learning to read in English as third language." Written Language and Literacy 10, no. 1 (October 30, 2007): 25–52. http://dx.doi.org/10.1075/wll.10.1.03sch.

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The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive transfer of phonological processing skills from L1 Russian to L3 English even in the context of two linguistically and orthographically distinct languages. The sample of 107 11-year-old children from Haifa, Israel, were divided into three groups matched in age, gender, social-economic level, verbal and non-verbal IQ: bi-literate bilinguals, mono-literate bilinguals and mono-literate monolinguals. The research was conducted in two stages. In the first stage a wide range of linguistic, meta-linguistic, cognitive and literacy tasks in Hebrew (L2) and in Russian (L1) were administered. In the second stage linguistic, meta-linguistic and literacy skills in English (L3) were assessed. The results demonstrated that bi-literate bilinguals outperformed mono-literate bilingual and mono-lingual children on a number of basic literacy measures (phoneme deletion and analysis, pseudoword decoding and spelling) in English (L3). Even after controlling for (L2) Hebrew reading accuracy, bi-literacy independently explained 16% of the variance in English reading accuracy among Russian-Hebrew fifth grade bilinguals.
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Cannon, Christopher. "From Literacy to Literature: Elementary Learning and the Middle English Poet." PMLA/Publications of the Modern Language Association of America 129, no. 3 (May 2014): 349–64. http://dx.doi.org/10.1632/pmla.2014.129.3.349.

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Literary practice may be more deeply shaped by basic literacy training than we have noticed. This is particularly true for English writers of the late fourteenth century, when the constant movement out of Latin into English in schoolrooms both ensured that translation exercises became a method for making vernacular poetry and demonstrated that English had a grammar of its own. As the most basic grammatical concepts and the simplest exercises of literacy training evolved into resources for literary technique, the style of writers such as Chaucer, Langland, and Gower became “grammaticalized.” For this reason, a more detailed understanding of the forms of pedagogy employed in grammar schools can be equivalent to a genealogy of the important elements of a style.
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Seo, Hyo Jeong and Bae, Jiyoung. "The Effects of SDLMI with English Literacy Learning on English Underachievers’ Self-Directed Learning, English Literacy Abilities, and Affective Domains." Journal of Research in Curriculum Instruction 19, no. 3 (September 2015): 765–90. http://dx.doi.org/10.24231/rici.2015.19.3.765.

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Brock, Cynthia H. "Exploring an English Language Learner's Literacy Learning Opportunities." Urban Education 42, no. 5 (September 2007): 470–501. http://dx.doi.org/10.1177/0042085907305056.

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Kane, Britnie Delinger, K. C. Keene, and Sarah Reynolds. "Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy." English Teaching: Practice & Critique 21, no. 1 (January 25, 2022): 84–97. http://dx.doi.org/10.1108/etpc-06-2021-0065.

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Purpose The purpose of this study is to understand how preservice teachers (PTs) learn about disciplinary literacy in English language arts (ELA). In mathematics and writing, research has found that teachers’ participation in disciplinary work can support their understanding of domain-specific inquiry, problem-solving and argumentation. Design/methodology/approach This exploratory, qualitative case study of an English methods course extends that work into ELA, asking how PTs’ participation in collaborative literary reasoning (CLR) influences their understanding of ELA as a discipline and their instructional planning processes. Findings Findings indicate that CLR supported PTs to define ELA as a collaborative discipline in which multiple interpretations of literature are valued; to name specific disciplinary literacy practices; to identify a focus and purpose for teachers’ design and revision of lesson plans; and to inform their thinking about text selection and complexity. Originality/value This work highlights the potential of collaborative literary reasoning to support PTs’ learning about disciplinary literacy instruction.
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Artini, Luh Putu. "Rich Language Learning Environment and Young Learners’ Literacy Skills in English." Lingua Cultura 11, no. 1 (May 31, 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 students’ literacy journals. Research finds that young learners should have the opportunity to learn by doing without too much intervention so that a natural process of learning could occur. The product comprises multiple literacy experiences in the form of five different texts. The findings reveal that the readability of the material is in the category of high. The systematic exposures of these materials to beginner learners of English have been proven to have the significant impact on their literacy skills. The highest improvement is found in word level (87,1%), followed by sentence level (56,2%), and discourse level (46,8%). The improvements are all confirmed at the significance level of 0,05. The research also finds that RLLE has the positive impact on the development of self-directed learning skills.
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Alakrash, Hussien Mohamad, Norizan Abdul Razak, and Pramela Krish. "The Application of Digital Platforms in Learning English Language." International Journal of Information and Education Technology 12, no. 9 (2022): 899–904. http://dx.doi.org/10.18178/ijiet.2022.12.9.1699.

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The emergence of digital learning has reshaped English language teaching and learning. Thus, technology-based language learning gained extensive attention due to its benefits. However, the trends of using these digital platforms in English language learning in the Arab EFL context have not been sufficiently scrutinized. Therefore, this study investigates EFL students’ use of digital platforms for learning purposes, attitudes, and digital literacy. Also, the study examines the correlation between students’ digital literacy skills, attitudes, and using digital platforms for learning purposes. The study used a quantitative research design by collecting data from 80 EFL who were selected randomly to answer a survey questionnaire. Data were analysed using SPSS 23.0 software. The results revealed that students showed a high level of attitudes, a moderate level of digital literacy skills, and a moderate level of using digital platforms for learning purposes. The findings showed a negative non-significant relationship between students’ use of digital platforms in learning the English language, digital literacy skills, and attitudes. Based on the results, attitude and digital literacy do not predict the use of digital platforms for learning English. This study contributes significantly to the limited studies that examine the use of the digital platform for pedagogical purposes. The results recommend further investigation in addressing factors that hinder the use of digital platforms in EFL classrooms.
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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 (November 10, 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 qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications – This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/value – There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.
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Diem, Chuzaimah Dahlan, Fitria Kusumaningsih, and Soni Mirizon. "Partnership with Librarians: A Strategy to Improve Secondary School Students’ English Literacy." Studies in English Language Teaching 9, no. 2 (March 15, 2021): p17. http://dx.doi.org/10.22158/selt.v9n2p17.

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English literacy education plays a key role in establishing literate societies in the 21st century. Having teachers and librarians as professional educators and educational personnel working together, with the provision of relevant literacy facilities, helps achieve this goal. This study applies the Partnership with Librarians Strategy (PLS) by using an equivalent time-samples design to promote students’ English literacy skills. Forty-five seventh, eighth, and ninth graders were randomly selected as the population for this study. Their literacy achievements were measured by using listening, reading, writing, and speaking tests before and after the teaching and learning process. The students’ learning was also monitored using formative tests during the intervention. The results showed that the students’ English skills improved significantly. The improvement is hypothesised to be influenced by the use of PLS as it is also statistically proven by the contribution of each literacy skill to students’ English literacy total achievement, i.e., reading (63.6%), writing (22.9%), speaking (9.2%), and listening (4.3%). It is concluded that PLS makes a significant difference in English literacy learning and therefore deserves to be implemented in any English class coupled with an assessment strategy based on further classroom research to determine its potential effect.
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Alawiah, Tuti, Abdul Hakim Yassi, Nasmilah, and Abidin Pammu. "Proposed 21st Century Learning Themes in English Classrooms." Journal of Language Teaching and Research 13, no. 3 (May 2, 2022): 583–89. http://dx.doi.org/10.17507/jltr.1303.14.

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In many universities in Indonesia, English is still a mandatory subject. The universities provide the courses under the names Bahasa Inggris (English), English for Academic purposes, English I to II, English for Proficiency, English for Health Science, etc. Different universities give 2 credits, 3 credits, or more than 4 credits. The teaching materials used are from various sources, such as from the internet, English books published by famous publishers, or modules written by the lecturers. However, the materials provided are often not suitable for the current situation. Therefore, this research was conducted to investigate and seek better alternatives for English learning. What are the students’ target needs with respect to English class materials development? What are the students’ learning needs with respect to the development of English class material for Social and Political Science’s Students? And what suitable materials are available that are in line with 21st-century learning? This study surveyed 437 new students in the first semester from the Social and Political Science Faculty and eight English lecturers National University of Indonesia. Google form questionnaires were used to collect and analyze data. The three main indicators to be analyzed were: students’ present situation, students’ target situation, and students’ learning situation. The results show that 60.9% agree that the topics discussed relate to 21st-century learning, 80.3% of all necessary English skills are learned by the students, and they prefer learning from YouTube/social media and academic journals. Nearly half (46.9 %) were comfortable with learning through blended learning, and 95.6% agreed with the use of Google meet, Google classroom, and Zoom meetings. Furthermore, the materials considered appropriate to 21st-century learning include global awareness, finance, economics, business and entrepreneurial literacy, civic literacy, health literacy, and environmental literacy.
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Dissertations / Theses on the topic "English literacy learning"

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Mmela, Edith. "Implementing Integrated Literacy Approaches in an English Classroom in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28025.

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The purpose of the study was to discover how teachers learn to teach. This was done through the process of answering the question â How does a teacher acting as a co-researcher come to understand the learner-centered integrated literacy approaches in an English classroom in Malawi?â The learner-centered integrated literacy approaches is a concept derived from a constructivist philosophy of teaching. English is an important language in Malawi because it is the official language (Kayambazinthu, 1998). For that reason children are motivated to learn it as a second language. However, their achievement in English is critically low (Banda, Mchikoma, Chimombo, & Milner, 2001;Kishindo, Susuwere, Ndalama & Mwale, 2005; Williams, 1993). According to Ministry of Education and UNICEF (1998) and Williams (1993) teachersâ complete reliance on traditional teacher-centered approaches was believed to be one of the major causes of school childrenâ s failure to acquire English as a second language for their literacy development in Malawi. The assumption was that improving teacher practice by introducing constructivists-based, learner-centered, integrated literacy approaches, which are believed to be more effective for second language learning, than the former, would illuminate how teachers learn and ultimately improve teacher education practices and consequently teacher English teaching in the classroom. Data were collected from pre- and post-study interviews, a series of audio taped lesson planning and lesson reflections, lesson observation summaries, and a researcherâ s journal. Data analysis and interpretation suggested that teacher learning is a gradual developmental process that depended very much on other interlaced processes of collaboration, inquiry, and reflective practice. It also demonstrated that the learner-centered integrated literacy approaches of the constructivism-based philosophy, which are also included in the Malawi curriculum but implementation is still a challenge in the primary classes, are possible. The results and process of the study could be used to improve teacher learning in Malawi. Finally, the study experience has illuminated the need for more exploration in the new areas of growth in English literacy.
Ph. D.
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Clavijo-Olarte, Amparo. "Knowledge of literacy learning by Colombian teachers of Spanish and of English." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284080.

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The purpose of this research study is to analyze Colombian teachers' knowledge of literacy learning in Spanish and in English revealed in their narratives and in their practice through a teacher education program. The research questions addressed in this study aim to answer the following: (1) How do teachers in the literacy program perceive reading and writing as revealed through their personal literacy histories? (2) What knowledge of literacy learning in Spanish and in English do teachers in the literacy program reveal as presented in their self-selected classroom literacy project? (3) How is teachers' knowledge of literacy learning in Spanish and in English expressed in their practice? This study draws upon data collected during a year-long inquiry I conducted with public school teachers in Bogota, Colombia during March 1998 and April 1999. The 42 teachers who participated in this research project had an average of 10 years teaching. Their knowledge statements found in the data collected served as the unit of analysis from which six categories emerged. Additional information represented in classroom observation, interviews and videotapes was collected of three exemplar cases of elementary school teachers. The conclusions that I arrived at from the analysis of Colombian teachers' knowledge of literacy learning are the following: First, that writing and sharing the literacy histories contributed to transforming traditional pedagogical practices into innovative pedagogical practices of reading and writing. Second, the class sessions, readings, seminars attended, and the sharing of experiences with their peers permitted the generation of new knowledge on literacy learning by teachers. Third, the new knowledge of literacy learning generated by teachers was revealed in the innovations presented in their classroom literacy project. Finally, the conference on literacy contributed to exchanging knowledge and generating more questions for further investigation.
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Mafandala, Mbembi Joel. "Towards an affective pedagogical model for teaching English language and literacy to migrant learners." Doctoral thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32515.

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Learning is a process that involves both cognitive and emotional aspects. However, most of the research in education in South Africa tend to focus only on the cognitive side of learning and neglects the very important, emotional side. The consequences of this neglect lie most prominently with migrant learners, especially as the immigration process itself involves high emotional strain, cultural adjustment, and most obvious language barriers. These can negatively influence the learning process. Therefore, if existing teaching practices do not cater for the complexity of a multicultural and multilingual classroom or the emotional needs of migrant learners, the learning process of these learners is likely to be stunted. This thesis is concerned with the role of the emotions in the learning contexts of migrant learners in Cape Town and the strategies used by teachers to manage this. With this in mind, this study looks at the affective aspects of learning in teaching literacy to migrant learners from the Congo in the context of an English-medium school in Cape Town, South Africa. Using a qualitative case study approach, I focused on two layers of the issue. First, I explored the experience of Congolese learners and their emotional needs in an English language and literacy class. With this first layer, I compared the needs between French and English-speaking learners to explore how emotional needs played out in the classroom setting using interviews and observation. I used Krashen's affective filter theory as a lens to understand learners' feelings in the classroom environment. Second, I investigated classroom-teaching styles, in particular, how two Grade 3 teachers incorporated affective strategies in their pedagogy. I conducted this analysis through sociocultural understandings of literacy, using the principles of affective pedagogy. The findings were that English-speaking learners, receiving instructions in English, were less likely to suffer from emotional stress and anxiety in their learning than French-speaking learners learning in English. The French-speaking Congolese learners reported that they experienced emotional distress and anxiety, which affected their literacy learning. Not only were learners experiencing difficulties, but teachers too felt limited in their capacity to deal with learners' emotional needs as the cognitive approach for teaching literacy did not meet the needs nor context of migrant learners. Therefore, teachers felt they were required to go above and beyond what would be considered normal classroom activities to create a holistic learning environment that caters to a learner's emotional challenges, which was not always possible in the context of a prescriptive CAPs curriculum and resources. In this study, I argue that when children learn in a language that is different from their first language, this poses an emotional challenge, which often impacts the learning process. This emotional challenge is likely to be compounded by the circumstances that migrant learners often find themselves in. Therefore, I argue that for children to learn effectively (successfully) in a language that is different from their mother tongue, their emotional needs must be met first. This implies that for literacy learning to be most effective (successful), teachers may take into consideration the emotional aspects of each learner and develop their teaching styles according to the diverse needs of the learners. This study will benefit teachers in multilingual contexts as it takes into consideration the emotional difficulties that come with learning in a language that is not one's primary language, to understand learners' learning styles, and consequently to inform and adjust teaching strategies to fit their needs. The findings suggest a need for teacher training that takes into consideration the affective and cognitive needs of learners from diverse backgrounds, such as migrant learners, for more effective literacy and language education.
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Robertson, Leena. "Early literacy in parallel literacy classes : young bilingual children learning to read in English, Urdu and classical Arabic." Thesis, Goldsmiths College (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413719.

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de, Groot Freek Olaf. "Integrating out-of-class digital literacy development and English literacy practices with classroom language learning and teaching in Thailand." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78468/.

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This thesis investigates the digital English literacy practices of Thai student-teachers in order to examine the pedagogical potential of these digitally mediated practices as they cycle through a network of linked social spaces inside and outside of the classroom. Thailand has been facing issues with English language education similar to those in other ASEAN member states. English language proficiency in Thailand is low and ineffective educational reform and traditional approaches to teaching have prevented the development of English language education and teacher education. However, Thailand’s high number of mobile internet subscriptions and high social media penetration suggests that there is great potential to explore learners’ out-of-class digital English literacy practices and the way they may contribute to our understanding of how digital media might be more effectively used in informal language learning contexts. The thesis takes a Mediated Discourse Analysis approach to studying student-teachers’ digitally mediated English literacy practices. A Nexus Analysis was carried out at a provincial teacher training academy in the center of Thailand in order to explore how student-teachers’ digitally-mediated social and literacy practices cycle through and co-exist with other practices in a network of social spaces. These practices and discourses were then traced to see how discourse and action at the microinterpersonal level are linked to wider socio-political and cultural relationships between various interest groups in English language education in Thai society. This thesis shows that the out-of-class digital English literacy practices of Thai student-teachers create affordances for their in-class learning practices as well as a way to mediate their anticipatory discourses regarding their future professional practices as English teachers. However, the pedagogical potential of these digital literacy practices are not effectively utilized due to the static nature of the Thai educational system, the strict social hierarchies it entails, and, the ambivalence between the ways digitally mediated English literacy practices are embedded in student-teachers’ individual historical bodies and the current dominant Discourses on English language education and the use of digital technology as a means to enhance language learning and literacy development in Thailand. Despite the limited utilization of this pedagogical potential, these findings do provide a better understanding of how digital English literacy practices, which are not directly observable, co-exist alongside other literacy and professional practices in a complex network of social spaces. These insights can help learners, teachers, and, administrators in the field of English language teacher education in Thailand and beyond develop the current learning and teaching practices and their application in future professional practices.
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Ramos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.

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This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.
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Bekos, Ioannis. "Phonological awareness and the process of learning to read in Greek-English bilingual children." Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341400.

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Gamman, Richard. "English is more than just literacy : pupils' experiences of learning English at transition from primary to secondary school." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289651.

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Reed, Rachel Elizabeth Roozen Kevin Roger. "Re-envisioning the giants a longitudinal case study of one ESL learner /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1644.

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Peterson, Amanda Marie. "Motivation for learning through authentic print literacy practices a critical review of the literature /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Peterson_AMITThesis2009.pdf.

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Books on the topic "English literacy learning"

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Ruan, Jiening, and Cynthia B. Leung, eds. Perspectives on Teaching and Learning English Literacy in China. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4994-8.

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Winsor, Pamela J. T. Language experience approach to literacy for children learning English. Winnipeg: Portage & Main Press, 2009.

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Winsor, Pamela J. T. Language experience approach to literacy for children learning English. Winnipeg: Portage & Main Press, 2009.

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Brenda, Spencer, ed. Children learning: Communication, language and literacy. Walton on Thames: Spencer Publications, 2001.

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Sampson, Mary Beth. Total literacy: Reading, writing, and learning. 3rd ed. Belmont, CA: Wadsworth/Thomson, 2003.

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Templeton, Shane. Children's literacy: Contexts for meaningful learning. Boston, MA: Houghton Mifflin, 1995.

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Teaching literacy: Using texts to enhance learning. London: David Fulton, 2004.

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Association, United Kingdom Literacy, ed. Primary English teaching: An introduction to language, literacy and learning. London: SAGE, 2011.

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Varied voices: On language and literacy learning. Boston: Heinle & Heinle, 1998.

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B, Alvine Lynne, and Cullum Linda E, eds. Breaking the cycle: Gender, literacy, and learning. Portsmouth, NH: Boynton/Cook, 1999.

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Book chapters on the topic "English literacy learning"

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Zhang, Jie, Tzu-Jung Lin, Junli Wei, and Richard C. Anderson. "Morphological Awareness and Learning to Read Chinese and English." In Literacy Studies, 3–22. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7380-6_1.

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Mora, Raúl Alberto, Carla Pulgarín, Natalia Ramírez, and María Camila Mejía-Vélez. "English Literacies in Medellín: The City as Literacy." In Learning Cities, 37–60. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8100-2_4.

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Maagerø, Eva, and Elise Seip Tønnessen. "Multimodal Literacy in English as an Additional Language." In Multimodality in English Language Learning, 27–38. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003155300-3.

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Burn, Andrew. "Games, Literacy, Literature: Rules of Grammar, Rules of Play." In Multimodality in English Language Learning, 39–50. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003155300-4.

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Geva, Esther. "Orthographic and Cognitive Processing in Learning to Read English and Hebrew." In Scripts and Literacy, 277–91. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-1162-1_18.

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Mirza, Amna, and Alexandra Gottardo. "Learning to Read in Their Heritage Language: Hindi-English Speaking Children Reading Two Different Orthographies." In Literacy Studies, 329–51. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05977-4_17.

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Li, Meihua. "English Curriculum in Higher Education in China for Non-English Majors." In Perspectives on Teaching and Learning English Literacy in China, 105–14. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4994-8_7.

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Bakken, Anja Synnøve. "Introducing Critical Literacy and Multimodal Perspectives into Film Pedagogies for the EAL Classroom." In Multimodality in English Language Learning, 85–98. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003155300-7.

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Liu, Ping. "After School English Language Learning in China." In Perspectives on Teaching and Learning English Literacy in China, 115–27. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4994-8_8.

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Murphy, Victoria A. "4. Literacy Development in Children with English as an Additional Language (EAL)." In Early Language Learning, edited by Janet Enever and Eva Lindgren, 41–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-006.

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Conference papers on the topic "English literacy learning"

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Fernández-Flores, Rafael, and Romain Lautrie. "TEACHING ENGLISH USING A BILINGUAL SCIENCE LITERACY COMIC." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1189.

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Boothe, Diane. "LITERACY, LANGUAGE AND LINGUISTICS: STRUCTURING ENGLISH TEACHING PROGRAMS IN RURAL COMMUNITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end104.

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"This study will examine English learning environments and methods in rural settings in Europe and the United States, assessing their contributions to language learning, both written and spoken. This is a pilot project and will evolve into a rigorous comprehensive study suitable for publication as a chapter and part of an edited volume. This study will compare and contrast educational systems, including two different styles of English education structured in a comparative analysis using five focal areas. These focal areas include the definition and structure of rural education, English language learning modalities, linguistic environment, academic leadership, educational outcomes and indicators of success. For the purpose of this paper, the definition and structure of rural education and English language learning modalities will be addressed. The opportunity to investigate the experiences of teachers who are active in rural communities and focus on the multidimensional aspects of the education of multilingual learners will provide valuable information that will contribute to expert teaching and learning. Embracing English language learning, new technologies, and initiating change through proactive educational strategies including a paradigm shift to incorporate a translanguaging pedagogy for emergent English speakers will lead to relevant and purposeful accomplishments in rural school settings."
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Zuhri, Fauris. "English Learning Achievement of Multilingual Learners Through Digital Literacy Practices." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.026.

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Tiede, Jennifer, Farzin Matin, Rita Treacy, Silke Grafe, and Eleni Mangina. "Evaluation Design Methodology for an AR App for English Literacy Skills." In 2021 7th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2021. http://dx.doi.org/10.23919/ilrn52045.2021.9459392.

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Zhang, Shuang. "Pedagogical Study on Developing Students' Multi-literacy in College English Learning." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.17.

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Sudar. "English and Javanese used for learning automotive literacy in vocational schools." In 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.44.

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Chen, Wen-Chun. "Learning International Literacy and News English Through Cross-disciplinary Instructional Modules." In The European Conference on Education 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-1162.2020.34.

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Li, Chili, Chen Cao, and Yuehua Wang. "EXPLORING DIGITAL LITERACY AWARENESS IN ENGLISH LEARNING AMONG CHINESE TERTIARY EFL LEARNERS." In ICETC'20: 2020 12th International Conference on Education Technology and Computers. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3436756.3437022.

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Fong, Natalie. "Learning Transfer: An Investigation of Undergraduate Students' Perceptions of Academic English Literacy." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682285.

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Malasari, Susanti, and Lemmuela Kurniawati. "Experiential Learning: Exploring Human Literacy of English Language Teaching in Education 4.0." In Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2292232.

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Reports on the topic "English literacy learning"

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), June 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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