Academic literature on the topic 'L 2 - language classroom'
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Journal articles on the topic "L 2 - language classroom"
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Language and Reading Research Conso, Hui Jiang, and Jessica Logan. "Improving Reading Comprehension in the Primary Grades: Mediated Effects of a Language-Focused Classroom Intervention." Journal of Speech, Language, and Hearing Research 62, no. 8 (August 15, 2019): 2812–28. http://dx.doi.org/10.1044/2019_jslhr-l-19-0015.
Full textAbstract:
Purpose This article includes results from a multistate randomized controlled trial designed to investigate the impacts of a language-focused classroom intervention on primary grade students' proximal language skills and distal reading comprehension skills. Method The sample included 938 children from 160 classrooms in 4 geographic regions in the United States; each classroom was randomly assigned to 1 of 2 experimental conditions (2 variations of a language-focused intervention) or business-as-usual control. For this study, the 2 experimental conditions were collapsed, as they represented minor differences in the language-focused intervention. All children completed assessments at multiple time points during the academic year. Proximal measures (curriculum-aligned measures of vocabulary, comprehension monitoring, and understanding narrative and expository text) were administered throughout the school year. Distal measures of reading comprehension were administered at the beginning and the end of the school year. Results Multilevel multivariate regression was conducted with results showing that students receiving the language-focused intervention significantly outperformed those in the control group in comprehension monitoring and vocabulary, with effect sizes ranging from 0.55 to 1.98. A small effect in understanding text (narrative) was found in 3rd grade only. Multilevel path analyses were then conducted to examine if the intervention had a positive impact on reading comprehension through the influence of proximal language outcomes. In all 3 grades, instruction impacted reading comprehension via the mediation of vocabulary, with sizable effects (1.89–2.26); no other indirect pathways were significant. Conclusions This study provides evidence that a language-focused intervention can positively impact students' performance on language measures that are closely aligned with the intervention, with indirect, large effects on distal reading comprehension measures. Theoretically, this study provides causally interpretable support for the language bases of reading comprehension.
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Lowe, Hilary, Lucy Henry, and Victoria L. Joffe. "The Effectiveness of Classroom Vocabulary Intervention for Adolescents With Language Disorder." Journal of Speech, Language, and Hearing Research 62, no. 8 (August 15, 2019): 2829–46. http://dx.doi.org/10.1044/2019_jslhr-l-18-0337.
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Purpose Phonological–semantic intervention has been shown to be effective in enhancing the vocabulary skills of children with language disorder in small-group or individual settings. Less is known about vocabulary interventions for adolescents with language disorder in whole-class models of delivery. The current study investigated the effectiveness of phonological–semantic vocabulary intervention for adolescents with language disorder, delivered by secondary school teachers within science lessons. Method Seventy-eight adolescents with language disorder, aged 11–14 years, were taught science curriculum words by teachers in class, under 2 conditions: (a) 10 words taught through usual teaching practice and (b) 10 matched words taught using an experimental intervention known as Word Discovery, which embedded phonological–semantic activities into the teaching of the syllabus. Ten similar control words received no intervention. Word knowledge was assessed pre-intervention, postintervention, and follow-up. Results At pre-intervention, measures of depth of word knowledge and expressive word use did not differ between usual teaching practice and experimental words. At postintervention, depth of knowledge of experimental words was significantly greater than that of usual teaching practice words. This significant advantage was not maintained at follow-up, although depth of knowledge for experimental words remained significantly higher at follow-up than at pre-intervention. At postintervention, expressive use of experimental words was significantly greater than that of usual teaching practice words, and this significant difference was maintained at follow-up. There was no change in students' depth of knowledge or expressive use of no-intervention words over time, confirming that the findings were not due to maturity or practice effects. Conclusion The experimental intervention was more effective than usual teaching practice in increasing the word knowledge of participants. Clinical and teaching implications include the importance of intervening during the adolescent years, with classroom vocabulary intervention being a viable option for collaborative teacher and speech and language therapy/pathology practice.
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Thiemann-Bourque, Kathy, Sarah Feldmiller, Lesa Hoffman, and Stacy Johner. "Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder." Journal of Speech, Language, and Hearing Research 61, no. 8 (August 8, 2018): 2045–61. http://dx.doi.org/10.1044/2018_jslhr-l-17-0424.
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PurposeThis study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app.MethodEffects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers.ResultsChildren receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize improvements and maintain communication gains. Treatment fidelity was high for school staff and peer implementation.ConclusionsResults support positive effects on communication of teaching young children with ASD and peers without disabilities to use the same SGD system in typical preschool activities. SGD interventions that utilize peer-mediated approaches may improve core deficits in communication and reciprocity and allow for greater classroom social participation and interactions with peers.
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Murphy, Kimberly A., Laura M. Justice, Ann A. O'Connell, Jill M. Pentimonti, and Joan N. Kaderavek. "Understanding Risk for Reading Difficulties in Children With Language Impairment." Journal of Speech, Language, and Hearing Research 59, no. 6 (December 2016): 1436–47. http://dx.doi.org/10.1044/2016_jslhr-l-15-0110.
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Purpose The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method Participants were 136 children with language impairment enrolled in early childhood special education classrooms. On the basis of performance on a word recognition task given in kindergarten, children were classified as either good or poor readers. Comparisons were made across these 2 groups on a number of language and early literacy measures administered in preschool, and logistic regression was used to determine the best predictors of kindergarten reading status. Results Twenty-seven percent of the sample met criterion for poor reading in kindergarten. These children differed from good readers on most of the skills measured in preschool. The best predictors of kindergarten reading status were oral language, alphabet knowledge, and print concept knowledge. Presence of comorbid disabilities was not a significant predictor. Classification accuracy was good overall. Conclusion Results suggest that risk of reading difficulty for children with language impairment can be reliably estimated in preschool, prior to the onset of formal reading instruction. Measures of both language and early literacy skills are important for identifying which children are likely to develop later reading difficulties.
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Lestari, Ika. "ANALISIS AWAL KEMAMPUAN BERCERITA PADA ANAK USIA 5 - 6 TAHUN." JIV-Jurnal Ilmiah Visi 13, no. 2 (December 4, 2018): 165–77. http://dx.doi.org/10.21009/jiv.1302.10.
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The ability to tell stories needs to be trained in early childhood to learn to express their thoughts, needs, and emotions. The purpose of the study was to analyze the initial ability of storytelling that is owned by children aged 5-6 years so that it can be taken into consideration in determining the learning media to be made. The place of the study was conducted at Al Iman Kindergarten in East Jakarta from January - December 2016. The research method used was quantitative by using a storytelling ability test that was distinguished by language and non-language aspects. Data analysis techniques are carried out using descriptive statistics. The results of the research are indicators of storytelling abilities derived from language and non-language aspects. Based on the results of the storytelling ability test obtained if most children are still not good in the language and non-language aspects. Recommendations for further research are expected to develop learning media that train children’s storytelling skills for the better.
References:
Berkowitz, D. (2011). Oral storytelling: Building community through dialogue, engagement, and problem-solving. YC Young Children, 66(2), 36-41. https://eric.ed.gov/?id=EJ930387
Djaali & Muljono, (2008). Pengukuran dalam bidang pendidikan. Jakarta: Grasindo.
Fekonja-Peklaj, U., Marjanovič-Umek, L., & Kranjc, S. (2010). Children’s storytelling: The effect of preschool and family environment. European Early Childhood Education Research Journal, 18(1), 55–73.doi:10.1080/13502930903520058
Kervin, L. & Mantei, J. (2016). Digital storytelling: Capturing children’s participation in preschool activities. Issues in Educational Research, 26(2), http://www.iier.org.au/iier26/kervin.pdf
Lenox, M. F. (2000). Storytelling for young children in a multicultural world. Early Childhood Education Journal, 28(2), 97–103. doi:10.1023/a:1009599320835
Maidar G. A. & Mukti U.S. (1988). Pembinaan kemampuan berbicara. Jakarta: Erlangga.
Miller, S. & Pennycuff. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36 – 43. http://wmpeople.wm.edu/asset/index/mxtsch/storytelling
Nurgiyantoro, B. (2010). Penilaian pembelajaran bahasa berbasis kompetensi. Yogyakarta: BPFE.
Pekdoğan, S. (2016). Investigation of the effects of story-based social skills training program on the social skill development of 5-6-year-old children. Education and Science, 41, 183, 305-318. https://eric.ed.gov/?id=ED573653
Schneider, P., Rivard, R., & Debrueil, B. (2011). Does colour affect the quality or quantity of children’s stories elicited by pictures?. Child Language Teaching and Therapy, 27, 2-3. https://rehabilitation.ualberta.ca//media/rehabili-tation/faculty-site/departments/csd/documents/enni/bw-colour-final-version.pdf
Setiati, L., Sunarto, P. & Setiawan, P. (2011). Komunikasi gambar bercerita pada buku belajar baca anak taman kanak-kanak. ITB J. Vis. Art & Des, 5(1), http://download.portalgaruda.org/article.php?article=312143&val=7392&title=Komunikasi%20Gambar%20Bercerita%20 pada%20Buku%20Belajar%20Baca%20Anak%20Taman%20Kanak-Kanak
Silva, M., Strasser, K., & Cain, K. (2014). Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives. Early Childhood Research Quarterly, 29, 205–213 http://repositorio.uchile.cl/bitstream/han-dle/2250/124436/Early-narrative-skillsin-Chilean-preschool-Questions-scaffoldthe-production-of-coherent-narratives.pdf?sequence=1
Stadler, M. A., & Ward, G. C. (2006). Supporting the Narrative Development of Young Children. Early Childhood Education Journal, 33(2), 73–80. doi:10.1007/s10643-005-0024-4
Tayler, C. (2015). Learning in early childhood: Experiences, relationships and ‘learning to be.’ European Journal of Education. 50(2). http://onlinelibrary.wiley.com/doi/10.1111/ejed.12117/full
Whorrall, J., & Cabell, S. Q. (2015). Supporting Children’s Oral Language Development in the Preschool Classroom. Early Childhood Education Journal, 44(4), 335–341. doi:10.1007/s10643-015-0719-0
Willis, C. A., & Schiller, P. (2011). Preschoolers’ social skills steer life success. YC young children, 66(1), 42-49. CCCNS NoG-090-Wil/YC.
Wright, C., Diener, M. L., & Kemp, J. L. (2013). Storytelling dramas as a community building activity in an early childhood classroom. Early Childhood Education Journal, 41, 197–210. doi: http://dx.doi.org/10.4135/9781483340333.n391
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McGregor, Karla K. "What a Difference a Day Makes: Change in Memory for Newly Learned Word Forms Over 24 Hours." Journal of Speech, Language, and Hearing Research 57, no. 5 (October 2014): 1842–50. http://dx.doi.org/10.1044/2014_jslhr-l-13-0273.
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Purpose This study explored the role of time and retrieval experience in the consolidation of word forms. Method Participants were 106 adults trained on 16 novel word-referent pairs, then tested immediately and 24 hr later for recognition and recall of word forms. In the interim, tests were repeated 2 hr or 12 hr after training, or not at all, thus varying the amount and timing of retrieval experience. Results Recognition accuracy was stable and speed improved over the 24-hr period. But these manifestations of consolidation did not depend on interim retrieval experience; in fact, the 2-hr interim test interfered with improvements in speed. In contrast, the number of word forms recalled increased only with interim retrieval experiences, and the 12-hr interim test was more advantageous to recall than the 2-hr test. Conclusions After a word form is encoded, it can become stronger with time. Retrieval experience can also strengthen the trace, but, if retrieval occurs when the memory is still labile, it can be disruptive. This complex interplay between retrieval experience and time holds implications for measuring learning outcomes and for scheduling practice in classrooms and clinics.
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Eka, Eka Pratiwi, Nurbiana Dhieni, and Asep Supena. "Early Discipline Behavior: Read aloud Story with Big Book Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 321–31. http://dx.doi.org/10.21009/jpud.142.10.
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Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment.
Keywords: Early Discipline Behavior, Read aloud, Big Book Media
References
Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3
Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003
Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. (2017). Jurnal Pendidikan IPA Indonesia Natural Science Big Book With Baduy Local Wisdom Base. 6(1), 76–80. https://doi.org/10.15294/jpii.v6i1.8674
Aulina, C. N. (2013). Penanaman Disiplin Pada Anak Usia Dini. PEDAGOGIA: Jurnal Pendidikan, 2(1), 36. https://doi.org/10.21070/pedagogia.v2i1.45
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Clark, S. K., & Andreasen, L. (2014). Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page? Literacy Research and Instruction, 53(2), 162–182. https://doi.org/10.1080/19388071.2013.870262
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Eagle, S. (2012). Computers & Education Learning in the early years : Social interactions around picturebooks , puzzles and digital technologies. Computers & Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013
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Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966
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Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8
Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608
Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583
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Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004).
Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115
Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749
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Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410
Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890
Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8.
Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23
Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5.
Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444
Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176.
Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development.
Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141
Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062
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Syahyuri, Syahyuri, Riyanto Riyanto, and Vienna Artina S. "THE EFFECTS OF INSTRUCTIONAL METHOD AND LEARNING RESOURCES TOWARDS STUDENTS’ SPEAKING SKILL." Perspektif Ilmu Pendidikan 32, no. 2 (October 10, 2018): 137–41. http://dx.doi.org/10.21009/pip.322.6.
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Speaking skill is affected by two factors, the internal and external factors. The two external factors are instructional methods and learning resources. The complete and incomplete learning resources will surely affect the instructional process. As well as with instructional methods, it will affect the achievement of learning objectives. This research is aimed to get the empirical data and to find out the effect of instructional method and learning resources towards students’ speaking skill at state senior high schools in Bekasi. The research was conducted at SMA Negeri 1 and SMA Negeri 2 Sukatani-Bekasi. The total sample of this research is 40 students. The experiment was done from 17 Juli – 02 December in 2017. The technique of collecting data of instructional method and learning resources used questionnaires. Otherwise, the speaking skill was acquired from the test. The result of the research identifies there is the significant effect of instructional method and learning resources towards students speaking skill. Thus, the schools and the government should increasingly work hard in fulfillment of the completeness of learning resources and using an appropriate instructional method for the achievement of learning objectives.
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Sari, Novi Engla, and Dadan Suryana. "Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 43–57. http://dx.doi.org/10.21009/10.21009/jpud.131.04.
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The challenge for early childhood educators to be able to provide a touch of education that is creative, innovative, smart, and fun to develop children's intelligence optimally. This study aims to develop Thematic Pop-Up Book products as learning media for the development of Early Childhood languages. The research subjects were 15 participants in class B6 of Khaira Ummah Islamic Kindergarten in the City. The research and development used data analysis using descriptive statistical analysis techniques. The results of the validity test and the practicality of the development of Pop-Up Book media at Khaira Ummah Islamic Kindergarten in Padang City were declared valid by media experts with an average score of 95%. Media Thematic Pop-Up Books, about Healthy and Unhealthy Foodstuffs were also declared valid by material experts with an average score of 95%. The results of the trial of thematic Pop-Up book products in Khaira Kindergarten Islamic Ummah were stated as a practical medium for children with a percentage increase in the test reaching 96%. Based on these results indicate that Pop-Up Book media products get a positive response from children and teachers. Media Pop-Up Book for further research can be used as a medium to improve children's cognitive, and interest in reading.
Key Words: Thematic Pop-up Book, Early Childhood Education, Language Development
References
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Berman, R. A. (2018). Language Development and Literacy. Encyclopedia of Adolescence, (October), 2093–2103. https://doi.org/10.1007/978-3-319-33228-4_19
Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017). Wordless picture books boost preschoolers’ language production during shared reading. Early Childhood Research Quarterly, 40, 52–62. https://doi.org/10.1016/j.ecresq.2017.03.001
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Montag, J. L., Jones, M. N., & Smith, L. B. (2015). The Words Children Hear. Psychological Science, 26(9), 1489–1496. https://doi.org/10.1177/0956797615594361
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Obiweluozo, E. P., & Melefa, O. M. (2014). Strategies for Enhancing Language Development as a Necessary Foundation for Early Childhood Education. Journal of Education and Practice, 5(5), 147–155. Retrieved from www.iiste.org
Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365
Putra, N. (2011). Research & Development. Jakarta: Raja Grafindo Persada.
Rahmawati, D. I., & Rukiyati, R. (2018). Developing Pop-Up Book Learning Media to Improve Cognitive Ability of Children Aged 4-5 Years. Atlantis Press, 249(Secret), 60–69. https://doi.org/10.2991/secret-18.2018.10
Ros, R., & Demiris, Y. (2012). Human Behavior Understanding, 7559, 40–51. https://doi.org/10.1007/978-3-642-34014-7
Safitri, D., & Hartati, T. A. W. (2016). Kelayakan Aspek Media dan Bahasa Dalam Pengembangan Buku Ajar dan Multimedia Interaktif Biologi Sel. Florea, 3(2), 9–14. Retrieved from https://www.google.com/url?
Sahlan, Asmaun, Angga, & Prastyo, T. (2016). Desain Pembelajaran Berbasis Pendidi-kan Karaker. Yokyakarta: Ar-Ruzz Media.
Sari, S. A. (2017). The Development of Pop-up Book on the Role of Buffer in the Living Body. European Journal of Social Sciences Education and Research, 10(2), 213. https://doi.org/10.26417/ejser.v10i2.p213-221
Sudjana, N., & Rivai, A. (2011). Media Pengajaran. Bandung: Sinar Baru Algensindo.
Walter-Laager, C., Brandenberg, K., Tinguely, L., Schwarz, J., Pfiffner, M. R., & Moschner, B. (2017). Media-assisted language learning for young children: Effects of a word-learning app on the vocabulary acquisition of two-year-olds. British Journal of Educational Technology, 48(4), 1062–1072. https://doi.org/10.1111/bjet.12472
Wilcox, M.J., M., K.M, Bacon, C. K., & Thomas, S. (2001). Enhancing Children ’ s Language Development in Preschool Classrooms Using Literacy to Target Verbal Language Goals Enhancing Children ’ s Language Development in Preschool Classrooms Encouraging Complex Verbal Reasoning. Arizona. Retrieved from http://icrp.asu.edu
Wiyani, & Ardy, N. (2016). Konsep Dasar PAUD. Yokyakarta: Gava Media.
Yu, X. (2009). Levels of meaning and children: An exploratory study of picture books’ illustrations. Library and Information Science Research, 31(4), 240–246. https://doi.org/10.1016/j.lisr.2009.07.003
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Yarmi, Gusti. "Whole-Language Approach: Improve the Speaking Ability at Early years School Level." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 15–28. http://dx.doi.org/10.21009/10.21009/jpud.131.02.
Full textAbstract:
The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability.
Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach
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Dissertations / Theses on the topic "L 2 - language classroom"
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Johannes, Elisabeth. "DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/741.
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Nel, F. P. "Pressed to change : systematically reconsidering journalistic boundaries in the newsroom, boardroom and classroom." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/15341/.
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This thesis aims to present and reflect on a collection of research that has informed and shaped pedagogical and andrological praxis across the two decades since pioneers launched the first online news sites onto the World Wide Web, thereby setting off what is frequently described as a revolution in journalism. It makes a case for revisiting core principles of systems thinking to develop a holistic approach to reflecting on changing journalistic realities. A critical systems heuristic is then operationalised to consider how the diverse work in this portfolio reconsiders journalistic parameters in newsroom, boardroom and classroom situations that are both distinct and interrelated. In doing so it illustrates how a commitment to social and cultural fluidity can enable researchers to constructively engage with role players inside and outside of academic interpretative communities. Furthermore, in its suggestions for further research this study adds its voice to other calls for journalism scholars to extend the boundaries of their concern beyond the academy and to generate insights that empower individuals and impact on industry - to the ultimate benefit of society.
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Victor, Earl. "Teachers' and students' perceptions of the use of the target or native language in the French foreign language classroom." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 93 p, 2009. http://proquest.umi.com/pqdweb?did=1885607651&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Mantei, Jessica. "An examination of the role of computer-based technologies in the learning and teaching of writing in a Stage 2 classroom." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070207.164406/index.html.
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Carbone, Paula M. "Investigating a critical writing pedagogy implications for classroom practice /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925780911&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Moose, Anita Sweeney. "Sheltered instructional strategies in the mainstream, content-oriented classroom." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1605161461&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Pauly, Matthew D. "Building socialism in the National classroom : education and language policy in Soviet Ukraine, 1923-1930 /." [Bloomington, Ind.] : Indiana University, 2005. http://proquest.umi.com/pqdweb?did=1031049451&sid=2&Fmt=2&clientId=12010&RQT=309&VName=PQD.
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Uslu, Selver. "Learner Perceptions About Webquest: A Case Study In An English As A Foreign Language Classroom." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613763/index.pdf.
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Through the widespread use of the Internet, WebQuest has become one of the popular techniques in a variety of fields of science and arts for teaching different age groups and levels. This study is conducted to research the effectiveness of this approach in English language learning and to determine possible problems in its implementation. Thus, the purpose of this study is to design, develop, and implement this new approach and to evaluate the learners&rsquoexperiences with it. The participants of this study were the students of a preparatory school at a state university. Twenty-five learners participated in this study. In line with the scope of the research, a WebQuest site was designed which require learners to complete a task related to the curriculum and learning objectives of their English courses. Both qualitative and quantitative techniques were employed to assess the learner perceptions about the WebQuest site design, the steps of the process, group work, and the contribution of the application to language learning. According to the findings of this study, participants appreciated the WebQuest approach and they provided important suggestions for future applications.
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Gulcu, Meric. "The Place Of The Native Culture In The English Language Classroom: A Case Study Of Eng 101 Classrooms At Metu." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611968/index.pdf.
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The aim of this study is to investigate the place of the students‟
native culture in the English language classrooms in the context of the English 101 course at Middle East Technical University. In accordance with this aim, the study is concerned with revealing the opinions and beliefs of language teachers regarding the importance of integrating the students&
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native cultures into their classes and their attitudes about practicing culturally responsive teaching in multi-cultural classrooms. During the process of data collection, various methods were utilized: Five teachers working in the Department of Modern Languages were interviewed to learn their ideas about the topic from different aspects of language instruction, and two teachers were observed while teaching to better understand the classroom application of their ideas and the principles of culturally responsive teaching. Further post-observation interviews and stimulated recalls were also carried out to make an in-depth analysis. The results of the study show that although the teachers believe in the importance of making use of the students&
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native cultures in their classrooms through different means, they usually neglect to do so. The study also shows that what the teachers associate with the term &ldquo
culture&rdquo
in the context of language teaching is the target culture rather than the native cultures. It is also found that while the individual cultures of the foreign students are made use of to a greater degree (but still in a very limited fashion), the native cultures of the Turkish students are ignored during the instruction.
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Chang, Yueh-Ching. "Discourse and identity in online language learning a case study of a community college ESL classroom /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019822811&SrchMode=2&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274718861&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2010.Includes abstract. Title from first page of PDF file (viewed May 19, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references. Also issued in print.
Books on the topic "L 2 - language classroom"
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Claire, Elizabeth. Classroom teacher's ESL survival kit #2. Englewood Cliffs, N.J: Alemany Press, 1995.
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Cheng, Liying, and Janna Fox. Assessment in the Language Classroom. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-46484-2.
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Araus, María Luz Gutiérrez. Problemas fundamentales de la gramática del español como 2/L. Madrid: Arco Libros, 2004.
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Lingüística aplicada a la enseñanza del español como 2/L. Madrid: Arco/Libros, 2005.
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Griffin, Kim. Lingüística aplicada a la enseñanza del español como 2/L. Madrid: Arco/Libros, 2005.
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Contenidos culturales en la enseñanza del español como 2/L. Madrid: Arco/Libros, 2006.
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Reading/writing connections in the K-2 classroom: Find the clarity and then blur the lines. Boston, Mass: Pearson/Allyn and Bacon, 2005.
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Vocabulary lists and activities for the preK-2 classroom: Integrating vocabulary, children's literature, and think-alouds to enhance literacy. Thousand Oaks, Calif: Corwin Press, 2009.
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S, Bash Mary Ann, ed. Think aloud: Increasing social and cognitive skills : a problem-solving program for children : classroom program, grades 1-2. Champaign, Ill: Research Press, 1985.
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Elaine, Millard, ed. Literacy and popular culture: Using children's culture in the classroom. London: Paul Chapman, 2000.
Find full textBook chapters on the topic "L 2 - language classroom"
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Poth, Rachelle Dené. "Building Relationships and Future-Ready Skills/Designing Our Classroom Space." In Your World Language Classroom, 7–28. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003137665-2.
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Hall, Graham. "Intervening in the language classroom." In Exploring English Language Teaching, 22–42. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Introductions to Applied Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315193380-2.
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Rabbidge, Michael. "Evolving understandings of language in the language classroom." In Translanguaging in EFL Contexts, 16–45. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-2.
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Djigunović, Jelena Mihaljević. "Dialogue in the Foreign Language Classroom." In Dialoganalyse VI/2, edited by Svetla Cmejrkova, Jana Hoffmannová, Olga Müllerová, and Jindra Svetlá, 49–58. Berlin, Boston: De Gruyter, 1998. http://dx.doi.org/10.1515/9783110965049-005.
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Desai, R. W. "William Butler Yeats and Arthur Conan Doyle." In Literature, Language, and the Classroom, 12–28. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003049777-2.
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Fanselow, John F., and Roger Barnard. "Take 1, Take 2, Take 3: A Suggested Three-Stage Approach to Exploratory Practice." In Understanding the Language Classroom, 175–99. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230523166_10.
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Morgan, Candia, Núria Planas, and Marcus Schütte. "Developing a perspective on multiplicity in the study of language in mathematics classrooms." In Classroom Research on Mathematics and Language, 3–21. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429260889-2.
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Tsui, Amy B. M. "Classroom Discourse: Theoretical Orientations and Research Approaches." In Language Awareness and Multilingualism, 1–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02325-0_15-2.
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Fenner, Anne-Brit. "Cultural Awareness in the Foreign Language Classroom." In Language Awareness and Multilingualism, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02325-0_16-2.
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Hochberg, Judy. "How is Spanish different from other languages?" In Bringing Linguistics into the Spanish Language Classroom, 9–25. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429025228-2.
Full textConference papers on the topic "L 2 - language classroom"
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Nigrelli, Castrenze. "Improving Textual Competence in a Second Language Initial Literacy Classroom." In Third International Conference, Europhras 2019, Computational and Corpus-Based Phraseology. Editions Tradulex, Geneva, 2019. http://dx.doi.org/10.26615/978-2-9701095-6-3_017.
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Albantani, Azkia, Ahmad Madkur, and Abd Rozak. "Social Media in Classroom: The Use of Facebook in Foreign Language Learning." In Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology, ICONQUHAS & ICONIST, Bandung, October 2-4, 2018, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-10-2018.2295511.
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Jawaut, Nopthira, and Remart Dumlao. "From Upland to Lowland: Karen Learners’ Positioning and Identity Construction through Language Socialization in the Thai Classroom Context." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.9-2.
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Karen (or Kariang or Yang) are a group of heterogeneous ethnic groups that do not share common culture, language, religion, or material characteristics, and who live mostly in the hills bordering the mountainous region between Myanmar and neighboring countries (Fratticcioli 2001; Harriden 2002). Some of these groups have migrated to Thailand’s borders. Given these huge numbers of migrant Karens, there is a paucity of research and understanding of how Karen learners from upland ethnic groups negotiate and construct their identities when they socialize with other lowland learners. This paper explores ways in which Karen learners negotiate and construct their identities through language socialization in the Thai learning context. The study draws on insights from discourse theory and ecological constructionism in order to understand the identity and negotiation process of Karen learners at different levels of identity construction. Multiple semi-structured interviews were conducted to gain deeper understandings of this phenomenon between ethnicity and language socialization. The participants were four Karen learners who were studying in a Thai public university. Findings suggest that Karen learners experience challenges in forming their identity and in negotiating their linguistic capital in learning contexts. The factors influencing these perceptions seemed to emanate from the stakeholders and the international community, which played significant roles in the context of learning. The findings also reflect that Karen learner identity formation and negotiation in language socialization constitutes a dynamic and complex process involving many factors and incidences, discussed in the present study. The analysis presented has implications for immigration, mobility, language, and cultural policy, as well as for future research.
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Fajriah, Yustik, Anne S, and Lucky Nurjamin. "How is English Language Policy Translated to Classroom Practice? (A Case Study in an Indonesia Primary School)." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286089.
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Do Thi, Hien. "Teaching Vietnamese to Deaf Children Using Sign Languages: Situations and Solutions." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.13-2.
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Human civilization has made tremendous progress, to improve its quality of life. However, there are still a number of people in society who suffer from grave disadvantages due to their disabilities. There are many reasons for this phenomenon, and even though science is rapidly developing, it is impossible to completely erase those causes. Ameliorating education and offering vocational training for the disabled are considered as effective solutions to provide these people with a satisfying life, especially children. For deaf children, the dream of normal schooling becomes great. Limited language proficiency leads to limited communication skills and reduces confidence when entering the first grade, adversely affecting their academic performance and later development. Therefore, in this article, we focus on first grade deaf children. Like the impact of normal language on normal children, sign language plays an important role in language development of deaf children. They use sign language to think and communicate. However, to study in textbook programs as does a normal child, in the classroom of deaf children, both the teachers and students must use finger alphabets to teach and learn Vietnamese. We thus study teaching Vietnamese to deaf children and suggest games to draw their attention to the lessons.
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Logue, Pauline Anne. "Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.
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The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher participants (n=42). The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by 14 student teachers at the GMIT ‘Creativity and Innovation in Teaching’ Conference (2016) (n=14), and 2) a textual analysis of student online forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of the innovative educational technology classroom tools and increased student-centred, active learning and design-led strategies in T&L. Keywords: Creativity, Innovation, Educational Technology, Technical Education, Initial Teacher Education, Active teaching Strategies.
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Fong, Jeffrey T., James J. Filliben, N. Alan Heckert, Roland deWit, and Barry Bernstein. "Robust Engineering Design for Failure Prevention." In ASME 2008 Pressure Vessels and Piping Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/pvp2008-61602.
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To advance the state of the art of engineering design, we introduce a new concept on the “robustness” of a structure by measuring its ability to sustain a sudden loss of a part without causing an immediate collapse. The concept is based on the premise that most structures have built-in redundancy such that when the loss of a single part leads to a load redistribution, the “crippled” structure tends to seek a new stability configuration without immediate collapse. This property of a “robust” structure, when coupled with a continuous or periodic inspection program using nondestructive evaluation (NDE) techniques, is useful in failure prevention, because such structure is expected to display “measurable” signs of “weakening” long before the onset of catastrophic failure. To quantify this “robustness” concept, we use a large number of simulations to develop a metric to be named the “Robustness Index (RBI).” To illustrate its application, we present two examples: (1) the design of a simple square grillage in support of a water tank, and (2) a classroom model of a 3-span double-Pratt-truss bridge. The first example is a “toy” problem, which turned out to be a good vehicle to test the feasibility of the RBI concept. The second example is taken from a textbook in bridge design (Tall, L., Structural Steel Bridge, 2nd ed., page 99, Fig. 4.3(b), Ronald Press, New York NY, 1974). It is not a case study for failure analysis, but a useful classroom exercise in an engineering design course. Significance and limitations of this new approach to catastrophic failure avoidance through “robust” design, are discussed.
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VISALGA, Gintaras, Edmundas PETRAUSKAS, and Petras RUPŠYS. "METHOD FOR INCREASING AN ACCURACY OF DETECTING DECAY BY THE ARBOTOM® 3-D TREE TOMOGRAPH ON PICEA ABIES (L.) H. KARST TREES DAMAGED BY HETEROBASIDION ANNOSUM (FR.) BREF." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.057.
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ARBOTOM® 3-D tree tomograph is a non-destructive decay-sensing instrument based on measurements in standing trees. The accuracy of ARBOTOM® 3-D tree tomograph in detecting decay was evaluated for 703 standing trees in 27 Norway spruce (Picea abies) stands. Trees were measured at three different heights, 0 m, 1 m, and 2 m above the ground. Sections were later inspected for the presence of decay by increment borings and wood croscuts. A system of stochastic differential equations and multivariate normal copula density function were used to develop decay detecting rule. In the present study, the Vasicek stochastic process was employed to analyze propagation velocity data of the stress wave that diffuses through the wood of damaged and healthy tree stems in standing trees. Ornstein–Uhlenbeck family stochastic processes offer a possibility of capturing important distributional differences between damaged and healthy trees stress wave velocity datasets and make the model flexible to internal decay of a tree stem. The study reveals that the Vasicek type stochastic process is a possible candidate for statistical classification of waveforms. After the conditional probability density functions to ratio of difference maximal and minimal propagation velocities to minimal and maximal propagation velocity were established, a bivariate normal copula distribution model was constructed. The results are implemented in the symbolic computational language MAPLE.
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Khoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.
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In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students’ perspective. The research questions were: 1) to investigate the students’ experience with running an educational blog; 2) to evaluate the impact of a student educational blog in Public Speaking Course on students’ foreign language proficiency level perceived by language learners themselves; 3) to assess the students’ beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners’ opinions about the impact of students’ blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents’ experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students’ multimedia blogs in the target language would have a positive impact on students’ professional as well as social competences and would enhance their motivation and participation rates.
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Waipara, Zak. "Ka mua, ka muri: Navigating the future of design education by drawing upon indigenous frameworks." In Link Symposium 2020 Practice-oriented research in Design. AUT Faculty of Design and Creative Technologies, 2020. http://dx.doi.org/10.24135/lsa.4.
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We have not yet emerged into a post-COVID world. The future is fluid and unknown. As the Academy morphs under pressure, as design practitioners and educators attempt to respond to the shifting world – in the M?ori language, Te Ao Hurihuri – how might we manage such changes? There is an indigenous precedent of drawing upon the past to assist with present and future states – as the proverb ka mua ka muri indicates, ‘travelling backwards into the future,’ viewing the past spread out behind us, as we move into the unknown. Indigenous academics often draw inspiration from extant traditional viewpoints, reframing them as methodologies, and drawing on metaphor to shape solutions. Some of these frameworks, such as Te Whare Tapa Wh?, developed as a health-based model, have been adapted for educational purposes. Many examples of metaphor drawn from indigenous ways of thinking have also been adapted as design or designrelated methodologies. What is it about the power of metaphor, particularly indigenous ways of seeing, that might offer solutions for both student and teacher? One developing propositional model uses the Pacific voyager as exemplar for the student. Hohl cites Polynesian navigation an inspirational metaphor, where “navigating the vast Pacific Ocean without instruments, only using the sun, moon, stars, swells, clouds and birds as orienting cues to travel vast distances between Polynesian islands.”1 However, in these uncertain times, it becomes just as relevant for the academic staff member. As Reilly notes, using this analogy to situate two cultures working as one: “like two canoes, lashed together to achieve greater stability in the open seas … we must work together to ensure our ship keeps pointing towards calmer waters and to a future that benefits subsequent generations.”2 The goal in formulating this framework has been to extract guiding principles and construct a useful, applicable structure by drawing from research on two existing models based in Samoan and Hawaiian worldviews, synthesised via related M?ori concepts. Just as we expect our students to stretch their imaginations and challenge themselves, we the educators might also find courage in the face of the unknown, drawing strength from indigenous storytelling. Hohl describes the advantages of examining this approach: “People living on islands are highly aware of the limitedness of their resources, the precarious balance of their natural environment and the long wearing negative effects of unsustainable actions … from experience and observing the consequences of actions in a limited and confined environment necessarily lead to a sustainable culture in order for such a society to survive.”3 Calculated risks must be undertaken to navigate this space, as shown in this waka-navigator framework, adapted for potential use in a collaborative, studio-style classroom model. 1 Michael Hohl, “Living in Cybernetics: Polynesian Voyaging and Ecological Literacy as Models for design education, Kybernetes 44, 8/9 (October 2015). https://doi.org/ 10.1108/K-11-2014-0236. 2 Michael P.J Reilly, “A Stranger to the Islands: Voice, Place and the Self in Indigenous Studies” (Inaugural Professorial Lecture, University of Otago, Dunedin, New Zealand, 2009). http://hdl.handle.net/10523/5183 3 Hohl, “Living in Cybernetics”.
Reports on the topic "L 2 - language classroom"
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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 Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.