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Relevant bibliographies by topics / Monolingual students

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Academic literature on the topic 'Monolingual students'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Monolingual students"

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Yamchi, Roghayeh, and Vishal Kumar. "Comparison of Iranian Monolingual and Bilingual EFL Students’ Listening Comprehension in Terms of Watching English Movie with Latinized Persian Subtitles." English Language Teaching 9, no. 5 (2016): 65. http://dx.doi.org/10.5539/elt.v9n5p65.

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<p>The main concern of the present study was to compare Iranian monolingual and bilingual EFL students’ listening comprehension in terms of Latinized Persian subtitling of English movie to see whether there was a significant difference between monolinguals and bilinguals on immediate linguistic comprehension of the movie. Latinized Persian subtitling was representing Persian language in Latin script. To achieve this end, an ex post facto design was employed. The homogenized participants of this study were 24 Persian monolingual students and 22 Azeri-Persian bilingual students. One listen

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TER KUILE, HAGAR, MICHIEL VELDHUIS, SUZANNE C. VAN VEEN, and JELTE M. WICHERTS. "Bilingual education, metalinguistic awareness, and the understanding of an unknown language." Bilingualism: Language and Cognition 14, no. 2 (2010): 233–42. http://dx.doi.org/10.1017/s1366728910000258.

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An increasing number of schools offer bilingual programs, where lessons are taught in more than one language. Several theories state that bilinguals have greater metalinguistic awareness than monolinguals. We investigated whether this greater metalinguistic awareness is also related to an increased ability to understand an unknown language. To measure metalinguistic awareness and the ability to understand text written in an unknown language, we designed the Indonesian Language Test (ILT). The ILT consists of items regarding a story in Indonesian. Dutch high school students from monolingual and

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Rachanioti, Lena, Eleni Griva, and Anastasia Alevriadou. "Children ‘Think Aloud’ and ‘Talk About’ Vocabulary Strategies in an Integrated Memory-based Text Framework." Journal of Studies in Education 7, no. 1 (2017): 61. http://dx.doi.org/10.5296/jse.v7i1.10425.

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The present study aimed at recording and comparing the vocabulary strategies employed by Greek students and bilingual immigrants in an integrated memory-based text framework. Moreover, an effort to correlate the language strategies employed by the participants with their academic performance was attempted. The sample consisted of 20 monolingual and 20 bilingual students of Albanian origin, who attended the 5th and 6th grade of three primary schools in Eastern Thessaloniki, Greece. The monolingual and bilingual students were matched according to their mark reports on academic performance. Quali

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Samadi, Fatemeh, Mojtaba Maghsoudi, and Fatemeh AzizMohammadi. "The Impact of Cognitive and Metacognitive Strategies on Iranian EFL Bilingual versus Monolingual Learners Reading Comprehension ability." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (2014): 51–60. http://dx.doi.org/10.24297/jal.v2i1.2008.

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This study attempts to measure the effect of the implementation of cognitive and metacognitive reading strategies on reading ability of second year high school students who were bilinguals and monolinguals. In order to address these issues, a quantitative study was conducted on 193 EFL bilingual and monolingual students who were randomly selected from some high schools of Markazi province (Arak and Farahan ) . To meet the mentioned aims, subjects were given English proficiency test, reading comprehension test, cognitive and metacognitive strategies questionnaire By utilizing t-test and ANOVA r

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Ehl, Birgit, Gunnar Bruns, and Michael Grosche. "Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals: Conceptual versus single-language scoring and the relation with home language and literacy activities." International Journal of Bilingualism 24, no. 4 (2019): 715–28. http://dx.doi.org/10.1177/1367006919876994.

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Purpose: As bilingual students often achieve lower scores than monolinguals in single-language vocabulary assessments, a deficit-oriented view of bilingualism is widespread in educational institutions. This study examined whether this alleged difference remains when the conceptual vocabulary scores of bilingual primary students are considered, and when home language and literacy activities are taken into account. Methods: Extensive expressive vocabulary measures were administered in both the environmental language (German) and the heritage language (Turkish) to simultaneous and sequential bili

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Reza Pahlavannezhad, Mohammad, and Mohammad Heidarypur. "Exploring the comparison between bilingual and monolingual students’ perception of classroom environment." Onomázein Revista de lingüística filología y traducción, no. 51 (2021): 11–110. http://dx.doi.org/10.7764/onomazein.51.01.

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Bilingualism is a phenomenon, visible in most of the countries all over the world. According to statistics, released in 2017, they make up 42% of the whole country’s population in Iran. The statistical population of this research includes 70 bilinguals and monolinguals, from among BA students of Ferdowsi University of Mashhad. Through random cluster sampling, these individuals were selected, among whom 38 students were monolingual (Farsi), 18 students bilingual (Farsi-Kurdish), and 14 students bilingual (Farsi-Turkish). Perceptions of classroom environment questionnaire (WIHIC) has been used a

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Pop, Anișoara. "Anca Maria Slev, Variables in Language Learning. Age, Bilingualism, Cultural Identity, and Emotions – Casa Cărţii De Știinţă, Cluj Napoca, 2020." Acta Marisiensis. Philologia 3, no. 1 (2021): 1–2. http://dx.doi.org/10.2478/amph-2022-0056.

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Abstract By studying the variables of age, bilingualism, identity, and emotions on second language learning/teaching, the author identifies methods likely to optimize both students’ second language acquisition (SLA) and the teachers’ approaches. The pertinent conclusion is that both teaching and acquisition of English as a second or third foreign language are shaped by multiple concomitant factors including the students’ age, their cultural identity, emotions, as well as their being bilingual or multi-lingual. Especially novel and illustrative for the author’s contribution to the field is the

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Sabeki, Farzad, and Rezvaneh Karimzadeh. "A Comparative Study of English Vocabulary Learning Strategies Used by Iranian Bilinguals and Monolinguals." Journal of Arts & Social Sciences 7, no. 2 (2020): 01–10. http://dx.doi.org/10.46662/jass-vol7-iss2-2020(01-10).

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The present study is an attempt to explore English vocabulary learning strategies employed by Iranian EFL undergraduate Baluch-Persian bilingual and Persian monolingual students in the University of Sistan and Baluchestan. The study utilized a between-groups research design. The participants of this study were 33 bilingual (Baluch-Persian) and 34 monolingual (Persian) students with an intermediate level of English. Their age ranged from 19 to 24 and. In order to collect the data, adapted version of Schmitt’s (1997) Vocabulary Learning Strategy Questionnaire (VLSQ) with a five-point Likert scal

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Dewi, Ienneke Indra. "The Comparison of the Monolingual and Bilingual Japanese Students in The English Achievement." Lingua Cultura 1, no. 2 (2007): 142. http://dx.doi.org/10.21512/lc.v1i2.320.

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Article is intended to know whether the monolingual or bilingual Japanese students are better in the English achievement and whether the exposure of English influences the ability. The data were taken from 60 Japanese students who are supposed to fill in the questionnaires regarding their language background. The English achievement data were taken from the students’ scores in Senior High School National Examination and the data further were compared to the TOEFL English score. The analysis is carried out using ANOVA analysis. This research indicates that monolinguals are better learners in En

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Al-Rubshi, Samir. "The Difficulties That Encounter Monolinguals Compared To Bilinguals In A Second Language Classroom." Journal of the Academic Forum 8, no. 1 (2024): 279–98. https://doi.org/10.59743/jaf.v8i1.101.

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This study reported here focused on the difficulties that monolingual compared to bilingual learner in English language classrooms. It primarily aimed to determine the difficulties that monolinguals in English language learning compared to bilinguals, it also, aimed to establish the difference between these two types of learners, and it concluded with solutions for limiting these differences. The research method used in this research was a mixed method approach, namely qualitative and quantitative. Data collection in this research used quantitative questionnaires and qualitative interviews. Th

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Dissertations / Theses on the topic "Monolingual students"

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Sarr, Brianna Jenesse. "Comparing bilingual and monolingual students' response to intervention." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216783388.

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Aitken, Marjorie A. Fisher Robert L. "Preparing monolingual teachers to teach English language learners." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172874.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed November 17, 2004. Dissertation Committee: Robert L. Fisher (chair), Fabiola Ehlers-Zavala, Barbara Meyer, S. Rex Morrow. Includes bibliographical references (leaves 192-208) and abstract. Also available in print.

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Bastian, Toni Marie. "Strategies for monolingual instructions to use when teaching reading comprehension to bilingual students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1742.

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The major finding of this project is that through the use of multiple sign systems, monolingual teachers can support their bilingual students. These strategies employ the use of comprehensible input from the teacher, peer interaction, extended lanuage and activities for the students whose primary focus is to help the students make connections from the text to their own lives.

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Harris, Elizabeth Anne. "Portraits of Writing Instruction: Using Systemic Functional Linguistics to Inform Teaching of Bilingual and Monolingual Elementary Students." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2173.

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Thesis advisor: Maria E. Brisk<br>This descriptive case study examines the role that Systemic Functional Linguistics (SFL) theory of language can play in making academic language more transparent and accessible to linguistically diverse students. In an urban fourth grade classroom composed of both bilingual and monolingual students, I incorporated key concepts of SFL into writing instruction on personal narrative and scientific explanation texts. Specifically, instruction explored the context, purpose, and tenor of each genre and scaffolded students' development of appropriate structure and us

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Tápanes, Vanessa. "Effects of Dual Language Learning on Early Language and Literacy Skills in Low Income Preschool Students." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3804.

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This paper presents a framework for literacy skill development relating to both monolingual and dual language learners. The purpose of this study was to identify the differences that may exist between monolingual and dual language learners' performance on literacy tasks, before having a significant amount of exposure to the preschool curriculum. The sample included 78 monolingual language learners and 44 dual language learners who were assessed using the Woodcock Language Proficiency Battery-Revised (WLPB-R). The researcher used scoring methods that took into consideration split vocabulary in

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Concha, Bañados Soledad. "Local coherence in academic writing: an exploration of Chilean 12th grade Spanish monolingual students' metalinguistic knowledge, writing process, and writing products." Thesis, Boston University, 2007. https://hdl.handle.net/2144/31960.

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Thesis (Ed.D.)--Boston University<br>This study focused on 12th grade Chilean students' ability to produce locally coherent academic texts and on the cognitive basis that underlies this ability. Participants were Chilean students from the city of Santiago, who attended urban public schools, belonged to a low socioeconomic group, and had obtained average scores on the national literacy assessment (SIMCE). All the students in the study wrote argumentative texts in response to a writing prompt and answered a test of recognition of incoherent sequences. A sub sample wrote a second argumentative te

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Theraulaz, Marie. "Learning content in a second language: Advantageous for the brain? A comparison of monolingual and bilingual students´ cognitive aptitudes in mathematics learning." Thesis, Universidad de las Américas Puebla, 2010. http://catarina.udlap.mx/u_dl_a/tales/documentos/mla/theraulaz_m/.

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This study investigated the relationship between bilingualism and cognitive skills. It shows how 10 to 12 year old bilingual learners apply cognitive aptitudes on mathematic tests compared to monolingual speakers. The study took place in Mexico and compared monolingual Spanish speakers with bilingual Spanish ? German speakers regarding their cognitive aptitudes. The cognitive skills that were being investigated were velocity in spatial speed, short-term memory, logical thinking and abstract reasoning. This study is especially addressed to teachers and parents because it shows the cognitive im

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Hong, Kyungsim. "Beliefs About Language Learning Strategy Use in an EFL Context: A Comparison Study of Monolingual Korean and Bilingual Korean-Chinese University Students." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5270/.

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This study compared strategy use and beliefs about language learning, and the relationship between beliefs and use reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. This study also examined the influence of background variables (e.g., gender, self-rated English proficiency, and academic major) on learners' beliefs and strategy use. Data was collected using three questionnaires, the Strategy Inventory for Language Learning (SILL), the Beliefs about Language Learning Inventory (BALLI), and the Individual Background Questionnaire (IBQ). Data were analyzed u

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Saour, Georges. "The linguistic repertoire and the learning of English as a foreign language : a case study of high school monolingual and bilingual students in Aleppo City, Syria." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/1176/.

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Sanchez, Giselle, and Shizatiz Gioconda Guerrero. "MASTER OF SOCIAL WORK STUDENT COMPETENCY IN SPANISH SKILLS AND THE SUPPORT THEY RECEIVE." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/697.

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With the growth of the Latino population in the United States on the rise and the limited number of bilingual Spanish social workers, it is critical to explore the Master of Social Work student’s self-perceived competency in Spanish skills and the support they receive. These are the emerging professionals that will be interacting and providing services for Latinos in our communities. Exploring and understanding the challenges students encounter, their self-perceived competency, and how students can be supported, will be beneficial not only to them but also to Latino clients seeking services in

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Books on the topic "Monolingual students"

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Vázquez-Montilla, Elia. A comparison of language samples of monolingual and limited English proficient students. 1991.

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Sánchez, Maite T., and Ofelia García, eds. Transformative Translanguaging Espacios. Multilingual Matters, 2021. http://dx.doi.org/10.21832/sanche6058.

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This book shows the transformative power of placing translanguaging at the center of teaching and learning. It shows how the centering of racialized Latinx bilingual students, including their knowledge systems and cultural and linguistic practices, transforms the monolingual-white supremacy ideology of many educational spaces.

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Yuksel, Dogan, Mehmet Altay, and Samantha Curle, eds. Multilingual and Translingual Practices in English-Medium Instruction. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350373273.

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English Medium Instruction (EMI) refers to the use of the English language to teach academic subjects where first language of the majority of the population is not English. One popular implementation of EMI, the Multilingual Model, would imply that some aspects (e.g. courses, sessions in some courses, and/or assessment) are taught through English, whereas the first language of the students is used in some other respects. This volume explores context-related ways in which the multilingual EMI model and translingual practices are seen and enacted in higher education contexts across the globe. Re

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Longman Photo Dictionary of American English, New Edition (Monolingual Student Book with 2 Audio CDs). Pearson Longman ESL, 2006.

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Quist, Jennifer. Translingual Creative Writing Theory, Practice, and Pedagogy. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350510647.

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In a challenge to monolingual, Anglophone dominated creative writing workshops, this book explores why and how students’ multilingual backgrounds and lack of fluency with the English language can emerge as assets rather than impediments to artistry and creativity.Grounded in the Chinese tradition of Daoism as an ongoing discourse, this exploration uses rigorous academic readings of the philosophical text, theZhuangzi,as an analytical framework and takes a translingual approach to writing where translation and composition intersect, inscribing one language upon another within a single text. Wit

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Book chapters on the topic "Monolingual students"

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Zhang-Wu, Qianqian. "Preparing Monolingual Teachers of Multilingual Students: Strategies That Work." In Language Learning in Anglophone Countries. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_23.

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Maia-Larretxea, Julian, and Garbiñe Bereziartua. "How Multilingualism and Sociolinguistic Environment Influence Rear-Burden Usage in Basque: A Study on Bilingual and Trilingual University Students." In International Research on Multilingualism: Breaking with the Monolingual Perspective. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21380-0_9.

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Lorenz, Eliane, and Peter Siemund. "Differences in the Acquisition and Production of English as a Foreign Language: A Study of Bilingual and Monolingual Students in Germany." In International Research on Multilingualism: Breaking with the Monolingual Perspective. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21380-0_6.

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Jutorán, Mariana Orozco. "Dealing with legal terminology in court interpreting." In Handbook of Terminology. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/hot.3.dea1.

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The target of court interpreting is to ensure equal access to justice to all persons who are not proficient in the language spoken in a court of law. In that context, dealing effectively with legal terminology is crucial to interpret accurately and to keep the legal intent of the message. This chapter first explores the main difficulties of court interpreting, focusing on legal terminology. Then, some of the different existing models and criteria for accuracy in court interpreting are introduced. Finally, a training approach to help court interpreting students to create their own glossaries is

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Hillman, Sara. "Multilingual Students in Qatar’s Education City International Branch Campuses: Advancing a Social Justice-Centred Policy Agenda." In Gulf Studies. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-9667-0_12.

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Abstract This chapter presents new insights and understandings based on a qualitative meta-synthesis of studies exploring the challenges faced by multilingual students in Qatar’s Education City international branch campuses (IBCs). These challenges include emotional, academic, and language barriers, sociocultural hurdles, and issues pertaining to students’ linguistic identities and sense of belonging in IBCs. The synthesis culminates in strategic pathways forward and policy recommendations, aimed at enhancing diversity, inclusion, and equity in Qatar’s Education City IBCs. Key recommendations

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Ruvalcaba, Christian, and Michelle Aguilera. "A Collaborative Asset Mapping Approach to the Linguistic Landscape: Learning from the community’s Linguistic Capital in an L2 College-Writing Course." In Educational Linguistics. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_7.

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AbstractThe Language Capital Project is a collaborative linguistic asset-mapping project that identifies non-residential locations in Tucson, Arizona, where languages other than English are present. This chapter introduces the project and theoretically situates it as LL research with a sociolinguistic justice approach. Through this approach, LL research is done alongside the language community members themselves, drawing from their knowledge and lived experience. This leads to a more complete understanding of the linguistic landscape, particularly minoritized community spaces, and it challenge

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Han, Jinghe. "When Structuralism and Post-structuralism Collide: EMI Lecturers’ Monolingual Ideology and Translanguaging Practice." In SpringerBriefs in Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_7.

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AbstractThis Chapter activated a post-structuralist translanguaging perspective to investigate the Chinese EMI lecturers’ position and practice as bilingual educators. Data reveal that there was an observed distinction between the Chinese EMI lecturers’ ideology of language and pedagogical practices. In the mainstream the lecturers were not confident with their English capabilities and presented as monolingual advocates evident in their support for English imperialism. Evidence of actioning their translanguaging resources indicated a survival strategy to counter the delays in their cognitive t

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Leung, Constant. "Chapter 15. Challenges of justice and equity for ethical English as an additional language in school education." In Research Methods in Applied Linguistics. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/rmal.7.17leu.

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The ethical issues raised in this discussion are set against the backdrop of the English as an Additional Language (EAL) curriculum and teaching provision for school students from ethnolingusitic minority communities in England. At present over 19% of the school population is categorized as EAL users/learners. I will first provide a background description of the educational policy response to ethnolinguistic diversity in the past fifty years. The second part the discussion will focus on the educational consequences of the overwhelmingly monolingual English-language curriculum environment (exce

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Fincham-Louis, Katherine. "Unacknowledged Negotiations: Bilingual Students Report on How They Negotiate Their Languages Within the Monolingual Primary School System in Cyprus." In Handbook of Research and Practice in Heritage Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44694-3_11.

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Fincham-Louis, Katherine. "Unacknowledged Negotiations: Bilingual Students Report on How They Negotiate Their Languages Within the Monolingual Primary School System in Cyprus." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38893-9_11-1.

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Conference papers on the topic "Monolingual students"

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Pervin, Nasrin. "EAP programme Evaluation: Suggestions from Monolingual Students." In The European Conference on Language Learning 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-112x.2020.1.

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Visan, Ruxandra. "DICTIONARY CONSULTATION HABITS OF ROMANIAN LEARNERS OF ENGLISH AT UNIVERSITY LEVEL." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-236.

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The present paper focuses on the field of dictionary use, and examines frequency of dictionary consultation as well as dictionary preference among Romanian learners of English. Representative research on dictionary use includes Tomaszczyk (1979) and Wingate (2002) (see also Lew 2004 for an overview of the literature on dictionary consultation habits). While there has been significant research concerning dictionary use, the dictionary consultation habits of L1 Romanian speakers have been understudied (with few exceptions, see Vi?an 2018). Taking its cue from existing studies such as Atikins and

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Falkowski-Gilski, Przemyslaw. "Difference in Perceived Speech Signal Quality Assessment Among Monolingual and Bilingual Teenage Students." In Interspeech 2021. ISCA, 2021. http://dx.doi.org/10.21437/interspeech.2021-16.

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Taboada Barber, Ana. "Beyond Traditional Predictors of Reading Comprehension in Spanish English Learners and English Monolingual Students." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1442814.

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Dzhukaeva, M., M. Muslimova, and E. Arsalieva. "A Comparative Study of the Language Learning Systems Used by Monolingual and Bilingual Students." In I INTERNATIONAL CONFERENCE "ACTUAL ISSUES OF LINGUISTICS, LINGUODIDACTICS AND INTERCULTURAL COMMUNICATION". SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0011600900003577.

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Castro, Lida. "A Comparison of Students’ Spanish Language Performance at Bilingual and Monolingual Schools in Colombia." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2102800.

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Nunez, Idalia. "Making the Monolingual Entrapments Visible: A Close Examination of a Latinx Bilingual Students' Translingual Dexterity." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1683094.

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Kalinga, Jayathri. "Trajectory of Learning Academic Vocabulary: IT Undergraduates’ Vocabulary Learning Strategies and Performance at the Exam." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/qvzz4399.

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Learning vocabulary is an integral part in language acquisition and acquisition of academic vocabulary is crucial for the success in an academic context. Therefore, many studies have been conducted to formulate academic vocabulary lists and identify vocabulary learning strategies. This study seeks to explore the vocabulary learning strategies employed by IT undergraduates when studying academic vocabulary and to examine their performance on the academic vocabulary related questions at the formative exam. The sample of the study includes 276 first year IT undergraduates who follow the module En

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E. Miller, John, Emanuel Pariasca, and César A. Beltrán Castañón. "Neural Borrowing Detection with Monolingual Lexical Models." In Student Research Workshop. INCOMA Ltd. Shoumen, BULGARIA, 2021. http://dx.doi.org/10.26615/issn.2603-2821.2021_016.

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Engberg, Charlotta, Michaela Porn, and Katri Karjalainen. "ECLASSROOM TANDEM - DEVELOPING TANDEM AS A MODEL FOR SECOND LANGUAGE LEARNING IN A SCHOOL CONTEXT." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-093.

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PhD-student Charlotta Engberg, Professor Michaela P?rn & PhD Katri Karjalainen The aim of the paper is to describe the challenges in developing Classroom tandem as a model for second language education for virtual learning environments in Finland. Finland is officially a bilingual country, where both the Finnish-speaking and the Swedish-speaking language groups are taught parallelly in monolingual schools according to the law. However, both language groups learn the other second national language as a subject in school. Classroom tandem as an instruction model for second language education

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Reports on the topic "Monolingual students"

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School pri

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