Relevant bibliographies by topics / English to young learners

Contents

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

Academic literature on the topic 'English to young learners'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "English to young learners"

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Ilmiddinovich, Kuziyev Sarvarbek. "Methods Of Teaching English To Young Learners." American Journal of Social Science and Education Innovations 02, no. 11 (2020): 65–69. http://dx.doi.org/10.37547/tajssei/volume02issue11-11.

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This article aims to help young school teachers understand the characteristics of the different methods used in teaching a foreign language to avoid difficulties in teaching a foreign language and to achieve good results taking into account the individual needs of young learners.
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Yıldırım, Rana, and Duygu İspinar Akcayoglu. "A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners." Journal for the Education of the Gifted 42, no. 1 (2018): 85–104. http://dx.doi.org/10.1177/0162353218816507.

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This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and t
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Octaviana, Dwi Warry. "TEACHING ENGLISH TO YOUNG LEARNERS." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 2, no. 2 (2017): 124. http://dx.doi.org/10.29407/jetar.v2i2.808.

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ABSTRACT
 Learning English is vital skills that will help children achieve their full potential in later life. If they have the right techniques, they can learn English quickly and effectively. So, it is important that they have to learn English which is practical and useful. Learning should not be stressful for children. It should be fun and stimulating. Their studies should make reading, listening, and speaking in English come naturally. As their confidence develops, they will learn more and use English to a more challenging level. This paper discusses about some resources for EFL teach
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Hughes, A. "Teaching English to young learners." ELT Journal 54, no. 2 (2000): 198–200. http://dx.doi.org/10.1093/elt/54.2.198.

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Fajarina, Maskhurin. "Mastering Teaching English For Young Learners." Wacana Didaktika 5, no. 01 (2017): 1–11. http://dx.doi.org/10.31102/wacanadidaktika.5.01.1-11.

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Teaching language to old learners is different from teaching language to young learners. Young learners have certain characteristics which are different from old learners so those influence their acquiring a foreign language. Teaching foreign language is easy if we understand the rules well. The rules are understanding characteristics of our students, mastering some suitable methods, and choosing suitable material. Young learners have certain characteristic distinguishing to the older learners. Related to the certain characteristics, the teacher must understand to differentiate the method they
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El-Sulukiyyah, Ana Ahsana, Dewi Masitho Istiqomah, Rasyidah Nur Aisyah, and Nur Hadi Gede Agustin. "Pelatihan Pembelajaran Bahasa Inggris untuk Anak Usia Dini pada Guru RA Se-Kabupaten Pasuruan." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 3, no. 2 (2019): 131. http://dx.doi.org/10.30734/j-abdipamas.v3i2.669.

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This is a community service activity which was about English teaching and learning for young learners and its application in classes. The teachers of young learners needs to have knowledge about songs, games and media to teach English which is appropriate with learners’ and era’s need. Furthermore, this workshop is important to facilitate the teachers in giving the fun English materials. In this activitiy the teacher were trained to make the fun applicated media and the newest English nursery songs and games to be applied in their classes. It is hoped that this activity can facilitate the
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Hans, Diah Maulidiya. "CONCEPT OF ANIMATED ELECTRONIC BOOKS IN INCREASING YOUNG LEARNERS’ LITERACY SKILLS IN EFL CLASSROOM." Pedagogy : Journal of English Language Teaching 6, no. 1 (2018): 57. http://dx.doi.org/10.32332/pedagogy.v6i1.1090.

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Process of literacy teaching influences young learners’ future education. Childhood experience of literacy learning in EFL classroom becomes one of the factors that contributes to young learnes’ motivation in learning English. Consequently, the implementation of literacy instruction to young learners in EFL classroom must be conducted interestingly in order to engage them in the enjoyable and understandable English learning process. One of the efforts to encounrage young learners to improve their literacy skills is by the use of ICT in EFL classroom. Importantly, the use of animated electronic
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Kurniasih, Siwi Karmadi. "Teaching English Components To Young Learners." Journal of English and Education 2, no. 2 (2016): 91–104. http://dx.doi.org/10.20885/jee.vol2.iss2.art7.

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Uysal, Nuriye Degirmenci, and Fatih Yavuz. "Teaching English to Very Young Learners." Procedia - Social and Behavioral Sciences 197 (July 2015): 19–22. http://dx.doi.org/10.1016/j.sbspro.2015.07.042.

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Bailey, Alison L. "Cambridge Young Learners English (YLE) Tests." Language Testing 22, no. 2 (2005): 242–52. http://dx.doi.org/10.1177/026553220502200206.

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Dissertations / Theses on the topic "English to young learners"

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Mooneyham, John C. "Instructional Strategies for Young English Learners." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5922.

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Guthrie, Karren M. Fitzgerald Jill. "Cohesion in young Latino English-language learners' English narrative written text." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1582.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
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Srinivasan, Nandini. "Acoustic Analysis of English Vowels by Young Spanish-English Bilingual Language Learners." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815722.

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<p> Several studies across various languages have shown that monolingual listeners perceive significant differences between the speech of monolinguals and bilinguals. However, these differences may not always affect the phoneme category as identified by the listener or the speaker; differences may often be found between tokens corresponding to unique phonological categories and, as such, be more easily detectable through acoustic analysis. We hypothesized that unshared English vowels produced by young Spanish-English bilinguals would have measurably different formant values and duration than t
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Naude, Elsie. "Profiling language in young urban English additional language learners." Thesis, University of Pretoria, 2006. http://hdl.handle.net/2263/29212.

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The development of language and communication skills in young children is directly related to future academic success. Young children who are at risk for language impairment should, therefore, be identified as early as possible so that their language development may be optimised. Multilingualism, which has become a universal phenomenon, may mask the presence of language impairment if the pre-school teacher or speech-language therapist is not proficient in the young multilingual learner’s primary language. In some urban areas of South Africa, where many languages are represented in each pre-sch
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Eriksson, Amanda. "Target Language Use during English Lessons for Young Language Learners." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29799.

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One of the subjects in Swedish schools that has become increasingly important is the English subject. This study aimed to analyse what language teachers use in different situations in an English lesson. The study’s purpose was also to find out what reasons teachers gave for their choice of language use during English lessons. The method chosen for this study was a survey. The survey was published in Facebook groups intended for teachers. The results of the survey showed that when asking questions to pupils most teachers chose to use English whereas Swedish was mostly used when helping the stud
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Onat-Stelma, Zeynep. "Moving from teaching older learners to young learners : cases of English language teachers in Turkey." Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/11273/.

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This thesis explores the experiences of four English language teachers in Turkey who moved from teaching in either high schools or language schools to teaching English to young learners. The study follows these teachers in their first year of teaching in primary school, describes the changes they went through in their approach to teaching English, and identifies the influences on these changes. The background to this research was an educational reform which introduced English into the primary curriculum. After this reform, there was a shortage of English teachers at the primary level. A common
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Orehag, Josefine. "Space Adventure : The Storyline Method and Young English Language Learners’ Motivation." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24053.

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This study examined the Storyline method and its effect on young English language learners’ motivation. Four classes in third year compulsory school in Sweden were studied using an experimental research design, where two groups used the Storyline method and two continued with their usual teaching. Measurements were done with semi-structured observations and semi-structured interviews during four weeks. The observations revealed that the Storyline method resulted in more motivated students, mostly due to the use of creative and communicative exercises. The teachers graded the students’ motivati
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Cataldo, Lisa. "Teaching English to Young Swedes; when and why?" Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29927.

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As the English language holds the status of a Lingua Franca, being able to master it has become necessary in our globalised society. In Sweden, the English subject has been assigned a place along with Swedish and Mathematics as a core subject. However, of these three subjects, only English does not have specified knowledge requirements at the end of third grade. This has led to the start of English instruction varying around the nation. This thesis investigates the factors involved in the decision-making processes regarding the start of English instruction and what attitudes lower primary scho
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Powers, Renee Mimbs. "The Efficacy of a Vocabulary Acquisition Program in Young English Language Learners." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/854.

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Teachers know that many nonnative English language learners (ELLs) have problems with successful negotiation of academic English vocabulary. The purpose of this study, working from a behavioralist perspective as espoused by Thorndike, Skinner, and Bandura, was to determine if a vocabulary program influenced word acquisition in first grade ELLs. The research questions focused on the degree to which the program affected the learner's vocabulary and helped to alleviate word poverty from among the 34 participants in the study. In this quantitative pretest -- posttest design, ELL students were exp
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Simmons, Emily S. "Examining Narrative Development in Young Typically Developing Spanish-English Dual Language Learners." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555692434329274.

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Books on the topic "English to young learners"

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Teaching young language learners. Oxford University Press, 2009.

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Assessing young language learners. Cambridge University Press, 2005.

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Maley, Alan, ed. Projects With Young Learners. Oxford University Press, 2000.

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Wolf, Mikyung Kim, and Yuko Goto Butler, eds. English Language Proficiency Assessments for Young Learners. Routledge, 2017. http://dx.doi.org/10.4324/9781315674391.

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1968-, Zitnay Jill, ed. Exploring nonfiction with young learners. Rowan & Littlefield Education, 2012.

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Rich, Sarah, ed. International Perspectives on Teaching English to Young Learners. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230.

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McKay, Penny. Five-minute activities for young learners. Cambridge university press, 2007.

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Mooney, Margaret E. Books for young learners teacher resource. R.C. Owen Publishers, 2004.

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Gagné, Antoinette. Wow!: [actvities and games for young learners of English. Éditions M. Didier, 1994.

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Nikolov, Marianne, ed. Assessing Young Learners of English: Global and Local Perspectives. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22422-0.

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Book chapters on the topic "English to young learners"

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Murray, Denise E., and MaryAnn Christison. "Teaching Young Learners." In What English Language Teachers Need To Know Volume II. Routledge, 2020. http://dx.doi.org/10.4324/9780429275739-7.

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Nikolov, Marianne, and Jelena Mihaljević Djigunović. "Teaching Young Language Learners." In Second Handbook of English Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_31-1.

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Nikolov, Marianne, and Jelena Mihaljević Djigunović. "Teaching Young Language Learners." In Second Handbook of English Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_31.

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Miller, Inés K., Maria Isabel A. Cunha, Isabel Cristina R. Moraes Bezerra, Adriana N. Nóbrega, Clarissa X. Ewald, and Walewska G. Braga. "Teaching English to young learners." In The Routledge Handbook of Teaching English to Young Learners. Routledge, 2018. http://dx.doi.org/10.4324/9781315623672-32.

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Schauer, Gila A. "Results – Young L2 Learners." In Teaching and Learning English in the Primary School. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23257-3_7.

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Butler, Yuko Goto. "Gaming and young learners." In The Routledge Handbook of Teaching English to Young Learners. Routledge, 2018. http://dx.doi.org/10.4324/9781315623672-20.

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Haig, Yvonne. "English as an Additional Language Learning." In Teaching Young Second Language Learners. Routledge, 2018. http://dx.doi.org/10.4324/9781315149813-2.

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Majoral, Florià Belinchón. "Mobile learning for young English learners." In The Routledge Handbook of Teaching English to Young Learners. Routledge, 2018. http://dx.doi.org/10.4324/9781315623672-21.

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Papp, Szilvia. "Assessment of young English language learners." In The Routledge Handbook of Teaching English to Young Learners. Routledge, 2018. http://dx.doi.org/10.4324/9781315623672-25.

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Li, Yingying, Ye Han, and Xuesong Gao. "Young learners’ motivation for learning English." In The Routledge Handbook of Teaching English to Young Learners. Routledge, 2018. http://dx.doi.org/10.4324/9781315623672-5.

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Conference papers on the topic "English to young learners"

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Utari), Aisyah Ririn Perwikasih. "Friendly English Grammar Teaching for Young Learners." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.05.

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Dewi, Puspita. "Teaching English for Young Learners Through ICTs." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.18.

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Shek, JoAnn-Netto. "Developing Creative & Critical Thinking in Young Learners." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.01.

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Anwar, Choiril. "Flipped Classroom in Teaching Vocabulary to EFL Young Learners." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.13.

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Amumpuni, Rengganis Siwi, Dian Ratnaningtyas Afifah, and P. Ihtiari. "Teaching English for Young Learners by Using Arduino." In International Conference on Learning Innovation 2019 (ICLI 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200711.002.

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Deani, Amira, and Pratomo Widodo. "Active Learning in Teaching English for Young Learners." In Proceedings of the First International Conference on Communication, Language, Literature, and Culture, ICCoLLiC 2020, 8-9 September 2020, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-11-2020.166957.

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Puspitaloka, Nina, Uswatun Hasanah, and Indah Rahmawati. "English Vocabularies Enrichment Through “Hello English” Android Based Educational Game." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.17.

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Saputri, Herlina Muryan. "Indonesian Culture-Based Comic for Teaching Young Learners in Indonesia." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.15.

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Rokhayani, Atik. "Promoting Total Physical Response (TPR) for Young Learners In English Class." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.09.

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Rismiyanto and Fitri Budi Suryani. "Andragogical Orientation: An Anti-Mainstream in Teaching English to Young Learners." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.19.

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Reports on the topic "English to young learners"

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors ide
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure D
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional developm
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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1621.

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Luke, Christina, Sierra Noakes, and Aubrey Francisco. Rapid Cycle Pilots: Using Edtech to Support English Learners. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/26.

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In 2016-2017 Digital Promise conducted pilots of two different edtech tools to support English Learners in San Diego area school districts. This report shares process and outcome findings to improve the design, selection, and implementation of edtech for English Learners.
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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.
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Okubo, Misako. An Analysis of Japanese Learners' Comprehension of Intonation in English. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7048.

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Arbreton, Amy J. A. Arbreton, Julie Goldsmith Goldsmith, and Linda Jucovy Jucovy. Gaining Ground: Supporting English Learners Through After-School Literacy Programming. Public/Private Ventures, 2008. http://dx.doi.org/10.15868/socialsector.814.

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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Car
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Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6309.

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