Academic literature on the topic 'Xhosa language – Study and teaching (Elementary)'
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Journal articles on the topic "Xhosa language – Study and teaching (Elementary)"
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Carroll, Brandon. "Teaching FSL with AIM? An elementary school case study." SURG Journal 4, no. 2 (March 11, 2011): 21–22. http://dx.doi.org/10.21083/surg.v4i2.1261.
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The publication of the Roadmap for Canada’s Linguistic Duality 2008 – 2013 by the Canadian government has presented a challenge to the country’s ministries of education: to double, by the year 2013, the number of graduates from Canadian secondary schools who have acquired acquired a functional knowledge of their second language. The goal set out by this publication has yet again heightened the polemic around the most effective way to learn a second language. Contributing to the corpus of instructional materials for the teaching of FSL in Canada, Wendy Maxwell, a French teacher in British Columbia, developed the AIM (Accelerative Integrated Method). The AIM proposes to accelerate the learning of the target language through the use of gestures (The Gesture Approach) so that students can understand and speak in the second language (SL) as early as possible. In spite of the growing popularity and favorable reception of the program by teachers, there is very little research examining its effectiveness in the classroom. This article proposes to add to the current body of research by examining the efficiency of the AIM for the teaching of FSL on a practical and theoretical level. Data acquired from a proficiency test administered to elementary core French students taught with the AIM will serve as a springboard in defining the potential outcomes one can attain with the program. Finally, a review of the literature on the AIM as well as the use of gesture in the SL classroom will bring into evidence the theoretical merits of the method.
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Sato, Takahiro, Jennifer Walton-Fisette, and Insook Kim. "Elementary physical educators’ positioning in teaching English language learners." European Physical Education Review 25, no. 1 (June 23, 2017): 203–20. http://dx.doi.org/10.1177/1356336x17715771.
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Public schools in the United States (US) have become more linguistically diverse. With the rise of English as a global language, English Language Learners (ELLs) experience “transnationalism”, which requires them to gain a critical and reflective knowledge of diverse cultures and the valuing of a new language and culture. Many teachers do not recognize the importance of language as a tool for teaching academic subjects. Teachers struggle to shape and guide conversations using language to help ELLs further their development. The purpose of this study was to explore elementary physical education (PE) teachers’ experiences with teaching ELLs. Based on positioning theory, this study employed an interpretive case study research design. Six PE teachers volunteered to participate in the study. Data were collected from a survey questionnaire, face-to-face interviews and follow-up e-mails. Three major interrelated and complex themes emerged from the data analysis. These recurrent themes were (a) race and cultural-based stereotype, (b) social inclusion and communication challenges, and (c) PE teachers’ learning experiences. Although each of the PE teachers expressed the view that there were challenges in working with ELLs, they believed that they should implement effective pedagogical methods (inclusive pedagogy), address social justice and diversity issues of ELLs, and develop a positive learning atmosphere for all students.
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Gates, Bailey K., and Millicent M. Musyoka. "Technology Integration: Teaching Elementary Deaf Student English Language Arts." Journal of Education and Training 7, no. 2 (August 21, 2020): 63. http://dx.doi.org/10.5296/jet.v7i2.17566.
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This study examined an elementary deaf education teacher’s experiences and practices regarding the integration of technology into an English/Language Arts (ELAR) classroom. Most deaf students experience challenges acquiring and learning English as a second language. Research continues to indicate deaf students graduate high school with a fourth-grade reading level. Specifically, the study investigated how technology was used to support the development of English/Language Arts skills in deaf students based on McCrory’s model on technological integration (McCrory, 2006). McCrory’s (2016) technology integration model is used to identify the teacher knowledge and use of technology. The model includes four components: representation, information, transformation, and collaboration. Using a qualitative case study design, data was collected using interviews, surveys, and observations. The data collected focused on the teacher only and did not include the students. The analysis showed how the ELAR teacher used technology to teach deaf students in relation to the four components of McCrory’s model. Implications for K-12 teacher preparation and professional development are discussed.
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Milawati, Milawati. "English Language Teaching in Elementary School: Effective or Not?" JET ADI BUANA 4, no. 2 (October 31, 2019): 122–30. http://dx.doi.org/10.36456/jet.v4.n2.2019.2075.
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Recently curriculum in elementary school has posed the English subject as an extracurricular subject. However, the meeting is done once in a week during effective learning hours. It challenges the English teacher to formulate English learning activities. This study is aimed to describe the teaching-learning activities, including the English teacher’s strategy, material, and media. An English teacher and 29 students of 4A were chosen as the subjects. Mix methods; observation, interviews, and questionnaires were chosen to collect data. The results of observation indicate that the English teacher has the ability in explaining, managing, communicating and evaluating the students. On the contrary, negative responses towards the media used, the attitude, and the benefit of the media were also shown by students’ responses. Mainly, they thought that some of what they get did not match with their expectations. Some changes to create effective English teacher strategy and students’ participation are discussed.
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Miftakh, Fauzi, and Kelik Wachyudi. "Teaching tolerance through intercultural English language learning to elementary students." ELT in Focus 2, no. 2 (July 17, 2020): 41–50. http://dx.doi.org/10.35706/eltinfc.v2i2.3053.
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This study aims to find out how the intercultural English language learning can foster values of tolerance in elementary school students, as well as how it is implemented by teacher in the classroom. This research used a case study research design and the subjects in this study were a teacher and 20 6th grade students at an elementary school in Karawang. Data collection techniques were carried out by observation in 4 class meetings to observe the learning activities and interview with a teacher and 6 students. From the observations, this study showed that intercultural English language learning was moderately relevant to apply to elementary students. The teacher used simple, fun and stimulating activities and material such as songs, short stories and games in English, both from native culture (Indonesian) and target culture (English). Students could learn the use of English while recognizing cultural differences between native and target culture and languages. On the other hand, from the interview, students stated that they were very pleased with the method applied. They expressed their pleasure because they could get to know other cultures and most importantly they accept cultural differences as an amazement. Therefore, it can be concluded that students at a young age are fair enough to be introduced intercultural learning so they can think critically and have a tolerant attitude from an early age. However, the teaching method and material should be adapted to their age and thinking capacity.
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.
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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.
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Cimermanová, Ivana. "Creativity in Foreign Language Teaching." International Journal for Innovation Education and Research 1, no. 3 (November 30, 2013): 7–14. http://dx.doi.org/10.31686/ijier.vol1.iss3.110.
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The author deals with a topic quite often discussed by not only pedagogy and psychology. Creativity is present everywhere and the author suggests it should be a part of University education preparing pre-service teachers. Even though there are researches proving that creativity can be learnt and developed (to certain extent) it is still missing at our schools. Students and pupils still claim that they are asked to memorize the facts rather than to discuss their own opinions and perception.The study briefly presents part of the data gained in the research focused on using creativity at elementary and secondary schools. The interview with 22 teachers was done in 2 sessions (10 and 12 teachers to manage to administer the responses).
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Septiyan Rahayu, Galih Dani, and Ruli Setiyadi Setiyadi. "EFFECT OF TEACHING MATERIALS BIKIN DONGENG YUK! LEARNING OUTCOMES OF CLASS V PRIMARY SCHOOL." PrimaryEdu - Journal of Primary Education 2, no. 2 (September 30, 2018): 109. http://dx.doi.org/10.22460/pej.v2i2.1045.
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The research entitled the influence of teaching materials bikin dongeng yuk! towards the learning outcomes of elementary school students. This research is motivated by the low student learning outcomes in Indonesian language learning, especially the material elements of the story and the lack of teaching materials about language learning in elementary schools. The use of existing language teaching materials still cannot maximize learning due to the lack of interesting teaching materials. The purpose of this study was to improve the learning outcomes of elementary students in Anggrawati I Elementary School, Maja Subdistrict, Majalengka District and Sukaraja Elementary School I, Sukaraja District, Sukabumi Regency. The use of the method in this study is pre-experimental with one group pretest-posttest design which aims to determine the effect of teaching materials to make a fairy tale !. The instrument used in this study is the observation sheet in the form of a checklist with the indicators are the intrinsic elements of the story. The results of the study were an increase in the learning outcomes of elementary school students, especially in the material elements of the story.Keywords: Teaching Materials bikin dongeng yuk!, Learning Outcomes
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금미숙. "A Case Study on Teaching Dilemmas of Elementary Special Education Teachers : focused on teaching Korean Language Class." Journal of Inclusive Education 10, no. 2 (November 2015): 129–50. http://dx.doi.org/10.26592/ksie.2015.10.2.129.
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Dokter, N., R. Aarts, J. Kurvers, A. Ros, and S. Kroon. "Academic language in elementary school mathematics." Dutch Journal of Applied Linguistics 6, no. 2 (December 30, 2017): 213–30. http://dx.doi.org/10.1075/dujal.17007.dok.
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Abstract Students who are proficient academic language (AL) users, achieve better in school. To develop students’ AL register teachers’ AL input is necessary. The goal of this study was to investigate the extent of AL features in the language input first and second grade teachers give their students in whole class mathematics instruction. Five key features could be distinguished: lexical diversity, lexical complexity, lexical specificity, syntactic complexity and textual complexity. Teachers used all features, but the amount in which they used them varied. While all teachers used lexical specific language when teaching mathematics, they did not use very complex language input. The academicness of teachers’ input was significantly higher in grade 2 than in grade 1 with respect to lexical diversity and lexical specificity. The input during explanation and discussion only differed with regard to textual complexity, which was higher during explanation.
Dissertations / Theses on the topic "Xhosa language – Study and teaching (Elementary)"
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Fulani, Ntombekhaya Cynthia. "An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018914.
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The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner
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Mngqibisa, Mandla Daniel. "The comparative case study of the use of English and isiXhosa as medium of instruction in a grade five class." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003336.
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The aim of this study was to compare the quality of oral interaction between a grade 5class and their teacher when either English or isiXhosa was used as medium ofinstruction in two different lessons and of their writing which arose out of the lessons. The research was carried out within the interpretive paradigm and took the form of a casestudy. The researcher took the stance of being a non-participant observer. A variety oftechniques were used to collect data, namely, piloting, video recording and transcribing lessons, observing and making field notes, questionnaires and an interview. The interview was recorded and transcribed by the researcher. The two lessons were transcribed and analysed. Also the learners’ writing was analysed. The findings of this study showed that learners have little competence in English compared to isiXhosa. As a result most of them used short and vague sentences when responding to and discussing pictures in English. They also used short and simple sentences when writing in English compared toisiXhosa. Although this is a small-scale study it is recommended that the school’s language policy is revised and teachers are equipped with necessary skills, which would help them teach English to second language learners effectively. It is also recommended that the learners’ first language continue to be well taught even if it is no longer the classroom language.
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Jackson, Mary-Jane. "Exploring linguistic thresholds and reading comprehension and skills-transfer in a grade 6, isiXhosa-English additive bilingual context." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006353.
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Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
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Knoetze, Susanna. "An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018910.
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There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
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Mazwi, Ntombomzi Rose-May. "Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51660.
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Thesis (MA)--Stellenbosch University, 2000.Full text to be digitised and attached to bibliographic record.
ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for Xhosa second language at tertiary level. Central to the task-based approach to second language learning are the goals of complexity, accuracy and fluency as outcomes. The principles of task-based instruction to syllabus design are examined as this approach to syllabus design is believed to provide an effective base for successful second language acquisition. Theoretical assumptions as propounded by vanous researchers are discussed paymg particular reference to the nature of second language learning and teaching pedagogy. Most linguists agree on the view that Universal Grammar is a constant background against which any language learning process takes place. Universal Grammar is also viewed as the faculty which influences second language acquisition. The study will explore the relationship between second language theory and pedagogy. The Communicative Language Teaching is advanced in this study as an appropriate method for teaching language. The task-based syllabus is discussed with reference to different syllabus types which exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased methodology is illustrated. A range of communication tasks for Xhosa is presented as an example of a task-based course design and analysed according to a task typology to investigate the communicative value of each task type. Salient functions, notions and language structures are identified based on Xhosa communicative task dialogues. It is hoped that Xhosa second language teachers and researchers will pursue the approach that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with aspects of Xhosa second language learning and that Xhosa teaching will benefit in a variety of respects.
AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte.
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Styoshwana, Ntombenani. "An evaluation of the problems of equivalence and non-equivalence in the Intermediate Phase (IP) IsiXhosa home language workbooks of the Department of Basic Education." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14356.
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Language plays an important part in our lives and the effects of language are remarkable and include much of what people believe. This study is about language and seeks to evaluate the extent of the problems of equivalence and non-equivalence in the texts translated from English into IsiXhosa by identifying those problems in the translated text. Translators strive to carry the meaning across from one language to another, as much as they can. Sometimes a translation shows non-equivalence and therefore the meaning gets lost. There are a number of reasons why this occurs. This study will examine some of them and propose solutions to address them.
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Dweba, Constance Xoliswa. "Uhlobo lwengcingane yohahlelo yenkcazelo yezentlalo kwimbalo zesixhosa." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53203.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: This study investigates the genre-theoretic analystic properties of social commentary texts in isiXhosa which are extracted from the Bona magazine. These five articles are genres which all just deal with social commentary issues. This study will first explore the broad genre-based theoretical approach to the investigation of the isiXhosa texts as social commentary texts. The genre-theoretic approach will be utilized as framework for discourse properties of the Xhosa texts and a review will be given of the linguistic competence component of the more general theory of writing advanced by Grabe and Kaplan (1996). It will be argued that the theory of Grabe and Kaplan (1996) is suitable as a framework for teaching writing, because it incorporates the ethnography of writing which entails that a detailed analysis of texts should address the following questions: who writes what to whom for what purpose, why and how. In terms of the parameter "write" which is examined extensively in this study the aspects of text analysis examined include topic structuring, coherence, text cohesion, lexical choices as a reflection of communicative purpose as well as cognitive move structure or structural description which is discussed in Bhatia (1993). These text-linguistic properties of the genre-theoretic approach will be investigated invoking Grabe and Kaplan's model of text construction. Finally, this study will also explore the relationship between the ethnography of writing, learning outcomes 3, 4 and 5 of Grade 9 and their related assessment standards in Curriculum 2005. The study explores questions of how Grabe and Kaplan's model can be effectively employed in the analysis of texts in language teaching in Curriculum 2005.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die genre-analitiese kenmerke van sosiale kommentaar tekste in isiXhosa wat verkry is uit die BONA tydskrif. Die vyf artikels is genres wat almal verband hou met sosiale kommentaar vraagstukke. Die studie sal eerstens die breë genre-gebaseerde benadering tot die analise van die isiXhosa tekste ondersoek. Die genre-teoretiese benadering sal aangewend word as raamwerk vir die ondersoek van diskoers eienskappe van die Xhosa tekste, en In oorsig word gegee van die taalvermoë komponent van die meer algemene teroeivan skryf gepostuleer deur Grabe en Kaplan (1996). Daar word aangevoer dat die teorie van Grabe en Kaplan toepaslik is as In raamwerk vir die onderrig van skryfvaardigheid daar dit ook die etnografie van skryf inkorporeer, wat meebring dat In gedetaileerde analise van tekste ook die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom en hoe. Ten opsigte van die "skryf" parameter, wat uitgebreid ondersoek word in hierdie studie, word aspekte beskou wat insluit inligting strukturering, onderwerp strukturering koherensie, teks kohesie, leksikale keuses as In refleksie van kommunikatiewe doel, sowel as kognitiewe skuif struktuur of strukturele beskrywing, wat bespreek word in Bhatia (1993). Hierdie teks-linguistiese eienskappe binne die genre-teoretiese benadering sal ondersoek word met betrekking tot Grabe en Kaplan se model van tekskonstruksie. Laastens ondersoek hierdie studie ook die verband tussen die etnografie van skryf- en leeruitkomste 3, 4 en 5 van Graag 9, tesame met die verbandhoudende assesseringstandaarde, in Kurrikulum 2005. Die studie ondersoek vrae van hoe die genre analise van tekste in taalonderrig in Kurrikulum 2005 doeltreffend aangewend kan word.
ISICATSHULWA : Olu fundo luyaphanda ngohlahlelo lohlobo Iwesakhiwo Iwencwadi enenkcazo yezentlalo yeembalo zesiXhosa ezithi zithatyathwe kwimagazini yeBona. La manqaku mahlanu olu hlobo athi ajongane nemicimbi yencwadi echaza ngezentlalo. Olu fundo luyakutlu luvelise ngokubanzi iimbalo ezisekeke kwindlela yesakhiwo sokuphanda ngembalo zesiXhosa njengezona mbalo eziluncwadi olunenkcazo. Indlela yohlobo Iwesakhiwo luyakuthi lusetyenziswe njengophahla ekuhlahleleni iilwimi, ubuchule kunye nemihlaba yokufundisayo kwimbalo zesiXhosa kunye nokunika umboniso welungu lobuchule besakhiwo esiphangaleleyo ekubhaleni ngobunzulu nguGrabe noKaplan (1996). Kuyakuthi kuxoxwe ukuba uGrabe noKaplan (1996) kwisakhiwo sabo uthi alungele ubuchule bokufundisa ukubhala, kuba ithi ingeneiele kuninkcazo yobunzululwazi yokubhala ethi ivelise ukuba uhlahlelo olunamanqanaba Iwembalo lubonisa le mibuzo ilandelayo: ngubani obhalayo ntoni kubani enaziphi injongo, kutheni kunye nakanjani? Phantsi kweparamitha "ukubhala" ekuthi kubeyiyona ende kakhulu kolu fundo ebonakalisa imiba yohlahlelo Iwembalo efana nentloko yolwazi, (edibanisa imihlaba) yobumbo lolwazi oluyintloko, unamathelwano, imbalo enamathelanayo, ukhetho Iwezichazimagama ezizona zibonakalisa injongo zonxibelelwano nangokunjalo nobumbo oluhambayo lobunzululwazi bengqondo okanye inkcazelo ebumbekileyo ethi icaciswe nguBhatia (1993). Le mihlaba yembalo zeelwimi zendlela yohlobo Iwesakhiwo ziyakuthi ziphandwe zivelisa uGrabe noKaplan kumzekelo wabo wobumbo Iwembalo. Okokugqibela, olu fundo luyakuphinde luvelise ukuzalana phakathi kwenkcazo yobunzululwazi bokubhala, ezifundo iziphumayo 3, 4 kunye nesesi 5 sesigaba 9 kunye namanqanaba _okuhlola ahamba nazo. Olu fundo luvelisa imibuzo ukuba uGrabe noKaplan kumzekelo wabo bangathi basebenze ngokuphumelelayo ekuhlahleleni iimbalo kwakubo obu buchule boludwe Iwezifundo zika 2005 ekufundiseni ulwimi, ubuchule bokufunda nokubhala kunye nonxibelelwano.
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Nomlomo, Vuyokazi Sylvia. "Science teaching and learning through the medium of English and isiXhosa: a comparative study in two primary schools in the Western Cape." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5834_1257246912.
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This thesis compared science teaching and learning in English and isiXhosa in the Intermediate Phase (Grades 4-6) in two primary schools in the Western Cape. It explored the effects of using learners' home language (isiXhosa) and second language (English) as languages of learning and teaching science. The study is part of a broader project called the Language of Instruction in Tanzania and South Africa (LOITASA). The study was conceived against the background of English as a means of social, economic and educational advancement, and the marginalization of African languages in education.
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Dugmore, Cuan Patrick. "The status of Xhosa and communicative competence in Cape Education Department schools." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14225.
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Bibliography: leaves 196-201.The empirical survey of Xhosa amongst Standard 10 pupils in Cape Education Department Schools (CED) sought to verify or negate two central concerns which surf aced in a pilot study of five Western Cape schools. This thesis contends that little has changed throughout South Africa's colonial and apartheid history with regard to the status of African languages within South Africa and particularly in CED schools. The second contention is that various factors, including the lack of second language expertise and contact with mother tongue speakers, continue to undermine the potential development of pupils' communicative competence in Xhosa. Separate questionnaires which included categorical and open ended questions were posted to Xhosa-teachers, Standard 10 non-mother tongue Xhosa pupils and their parents. The Xhosa teachers administered the questionnaires. There was an 80% response from the total population of CED schools offering Xhosa. The number of subjects included 169 Xhosa pupils, 154 parents and 26 Xhosa teachers. STATGRAPHICS and BMDP were the statistical packages used in the analysis. Chi-Squared tests with the Yates correction for continuity were used to compare frequencies between categorical variables. ANOVA and t-tests were used with continuous variables. Findings indicated the deteriorating status of Xhosa in schools. The low number of CED schools ( 13. 0%) offering Xhosa and a 0. 5% growth rate in Standard 10 pupils doing Xhosa between 1988 and 1991 are an indication of this. The lack of encouragement and support for Xhosa from schools and the CED, coupled with problematic subject choice options, the Xhosa syllabus and the examination system, has affected the status of Xhosa and the motivation of pupils adversely. In the survey, pupils had low communicative competence in Xhosa levels of perceived due to the lack of informal, natural acquisition environments and the over- emphasis of grammatical aspects in the classroom and in examinations. Furthermore, the lack of quality primary and secondary education based on negatively affected pupils' second language theory has attitudes, motivation and communicative competence levels in Xhosa. The recognition of the importance of African languages in a future non-racial South Africa in the current language debate has highlighted the contradiction that exists today. This contradiction necessitates the urgent re-assessment of language and education policies, strategies and teaching methodologies in order to uplift the status of African languages and improve the levels of competence in the target language amongst school pupils.
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Venter, Edith Christina. "Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52853.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The purpose of this study is to apply contemporary theories about language and language learning in a South African and Western Cape context in order to address the specific needs of isiXhosa second language learners in local government. This study explores the use of communication tasks for vocational language teaching. It aims at providing a sound theoretical foundation of second language learning principles that support a task-based approach to language teaching for specific purposes. The perspectives of a broad range of theories that view the learner as autonomous and a social individual are regarded. Second language learning is assumed to rely on some degree of access to Universal Grammar and an innate ability to acquire language. It is argued that controlled and purposeful learner-learner interaction provides the learner with the most opportunities to negotiate meaning and to develop effective communication. The role of instruction in second language acquisition is explored. A greater interface between second language acquisition theory and pedagogy is motivated and classroom research is regarded to form a platform for more open dialogue between the two fields. The study addresses practical issues regarding learner participation, error treatment, learning strategies and culture studies. A discussion of task types, examples of tasks and criteria for task development has the potential to inform and guide second language teachers and programme developers. In order to motivate the use of tasks in second language teaching for specific purposes, theoretical perspectives of the instructional task are reviewed and the properties of communication tasks and referential communication tasks are described. Learning tasks which focus on form and provide learning strategies and cross-cultural awareness are assumed to playa supportive role in the taskbased syllabus. Finally, a task-design that addresses the needs of the municipal worker is presented and provides a framework for developing task-based second language teaching programmes for local government workers. A range of target tasks are described and analyzed according to the principles and properties of communication tasks and possible move-structures and language structures are listed for consideration for learning tasks.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om huidige teorieë omtrent taal en taalleer in "n Suid-Afrikaanse en Wes-Kaapse konteks toe te pas ten einde die spesifieke behoeftes van leerders van isiXhosa tweede taal in plaaslike regeringsinstansies aan te spreek. Die studie ondersoek die gebruik van kommunikasie-take in beroepsgerigte taalonderrig. Dit stel ten doel die daarstelling van "n deeglike fondasie van beginsels van tweedetaalverwerwing wat "n taakgebasseerde benadering tot taalonderrig vir spesifieke doelstellings steun. Die perspektiewe van "n wye verskeidenheid van teorieë wat die leerder as outonoom en as "n sosiale individu beskou word in ag geneem. Tweedetaalverwerwing word beskou as afhanklik van "n mate van toegang tot Universele Grammatika en "n aangebore vermoeë om taal aan te leer. Daar word geredeneer dat beheerde en doelgerigte leerderleerder interaksie die meeste geleenthede bied vir onderhandeling van betekenis en die ontwikkeling van effektiewe kommunikasie-vaardighede. Die rol van onderrig in tweedetaalverwerwing word ondersoek. "n Hegter interaksie tussen tweedetaalverwerwingsteorie en onderrig word gemotiveer en klaskamer-navorsing word beskou as "n platform vir meer vrye-dialoog tussen die twee velde. Die studie spreek praktiese kwessies aan, soos leerder-deelname, hantering van foute, leerstrategieë en kultuurstudies. "n Bespreking van taaktipes, voorbeelde van take en kriteria vir taakontwikkeling kan moontlik van praktiese waarde wees vir tweedetaalonderwysers en programontwikkelaars. Ten einde die gebruik van take in tweedetaalonderrig vir spesifieke doeleindes te motiveer, word die teoretiese perspektiewe ten opsigte van die instruksionele taak hersien en die eienskappe van kommunikasie-take en verwysingskommunikasie-take beskryf. Leertake wat op vorm fokus en wat leerstrategieë en kruiskulturele bewustheid voorsien, word beskou as ondersteunend in 'n taakgebaseerde sillabus. Ten laaste word 'n taakontwerp voorgestel wat die behoeftes van die munisipale werker aanspreek en wat 'n raamwerk voorsien vir die ontwikkeling van taakgebaseerde onderrigprogramme vir plaaslike regeringswerkers. 'n Reeks teikentake word beskryf en geanaliseer volgens die beginsels en eienskappe van kommunikasie-take en moontlike struktuur-skuiwe en taalstrukture word gelys om vir leertake oorweeg te word.
Books on the topic "Xhosa language – Study and teaching (Elementary)"
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Language arts: Content and teaching strategies. 4th ed. Toronto: Pearson Prentice Hall, 2008.
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Monson, Dianne L. Language arts: Teaching and learning effective use of language. Glenview, Ill: Scott, Foresman, 1988.
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Monson, Dianne L. Language arts: Teaching and learning effective use of language. Glenview: Scott, Foresman, 1988.
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Elser, Tammy. Model teaching units: Language arts : elementary level. Helena, Mont: Montana Office of Public Instruction, 2010.
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Elser, Tammy. Model teaching units: Language arts : elementary level. Helena, Mont: Montana Office of Public Instruction, 2010.
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Elser, Tammy. Model teaching units: Language arts : elementary level. Helena, Mont: Montana Office of Public Instruction, 2010.
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Teaching about language in the primary years. London: David Fulton Publishers, 1997.
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H, Ytreberg Lisbeth, ed. Teaching English to children. Essex, England: Longman, 1990.
Find full textBook chapters on the topic "Xhosa language – Study and teaching (Elementary)"
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Carter-Cram, Kim. "Game On! Teaching Foreign Language Online." In Cases on Critical and Qualitative Perspectives in Online Higher Education, 208–26. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5051-0.ch011.
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This case discusses the development and delivery of a course designed to teach elementary French at the university level in a fully online environment. Included in the discussion are issues related to the problematics of creating an interactive locus where effective communication in the target language can take place both between the instructor and the student and between students. The study examines attitudes about teaching (and learning) language online, how the textbook industry has attempted (or not) to deal with the advent of more online second language instruction, and how advances in tools available to instructors in the Learning Management System can both help and hinder the successful development and deployment of a course in second language instruction. Also examined here are questions of student motivation and retention, and proposed solutions to both problems via innovative quest-based gamification of course lessons and materials.
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Alnajjar, Marwa, and Billy Brick. "Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching." In Computer-Assisted Language Learning, 1038–58. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch049.
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This study explores five in-service teachers' perceptions with regards to the technical and pedagogical usability of digital flashcards in English language teaching. All the teachers were enrolled in a one-year Masters of Art in English Language Teaching program at Coventry University and had previous teaching experience ranging from elementary to university level. The study adopted a quan→QUAL mixed-method research design, combining elements of surveys and case studies, to examine the factors that affected the teachers' perceptions in addition to how they view three specific websites: Cram, Quizlet, and StudyStack. Participants explored these websites and created sets of flashcards in a computer lab, then completed a survey and participated in a focus group interview. Findings suggest that although the teachers were willing to integrate digital flashcards in their future teaching, it is dependent on several factors, including: learners' age, the quality of graphics in the websites, and the teachers' prior experience as students on their MA program. Nonetheless, the “wow” factor seemed to influence their perceptions of the usability of these websites, which can either be extreme positive or negative initial reactions as a result of the websites' presentational scheme.
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Liu, M., C. Navarrete, E. Maradiegue, and J. Wivagg. "A Multiple-Case Study Examining Teachers’ Use of iPod Touches in Their Pedagogical Practices for English Language Learners." In Mobile Pedagogy and Perspectives on Teaching and Learning, 165–85. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4333-8.ch010.
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Mobile technology has been noted as a valuable resource for students in K-12 education and potentially for English Language Learners (ELL). ELL students enter schools with different levels of English proficiency and teaching such a population often presents a daunting academic challenge. Using mobile devices for learning, holds certain potentials as the literature indicates. Benefits of mobile technology such as flexibility, accessibility, interactivity, and motivation and engagement have been documented. This multiple-case study examines ELL teachers’ use of the iPod touch in their instruction at elementary, middle, and high school levels to understand how such mobile devices are used and the teachers’ perception of using them.
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Chapman, Don. "Grammar is the Key." In The History of Grammar in Foreign Language Teaching. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch03.
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Ælfric, a tenth-century English monk, produced a grammar, glossary, and colloquy to help oblates learn Latin. His grammar, as the first Latin grammar written in English, reflects the emphases on both grammar and bilingual education from his own training. He adapted his grammar in several ways to help beginners learn to read Latin and prepare for advanced language study, such as using English instead of Latin as the medium of instruction, including full paradigms, organizing the discussion around declensions and conjugations, using familiar specimen terms, providing simple explanations, etymologizing the grammatical terminology, and using story-like examples. These features must have been appreciated, since Ælfric’s grammar became one of the most popular elementary grammars in eleventh-century England.
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Kim, Hoe Kyeung. "Use of Interactive Online Games in Teaching English as a Foreign Language." In Advances in Game-Based Learning, 125–37. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-713-8.ch008.
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The purpose of this study is to examine how the use of multiplayer English teaching online games influences students’ self-efficacy and their English performance scores. The participants of this study were sixty elementary students in Korea. They were selected based on the scores on the social-affective value test and then divided into two groups-high and low groups. During five weeks, the participants played with an English teaching online game two hours per week. The students’ self-efficacy scores were collected before and after they played the online game. Their English performance scores on the online game were collected to compare the two groups. The findings indicated that their online game experience increased self-efficacy. Interestingly, students with low social-affective values showed more improvement than those with high social-affective values in both self-efficacy and performance scores.
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Kamagasako, Masatoshi, Nobuhiko Shishido, and Shigeru Ikuta. "Learning Support System for Programming Language Python." In Advances in Early Childhood and K-12 Education, 149–68. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1400-9.ch007.
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In the new course of study starting next year, programming education starts in all elementary schools in Japan. However, the definition of programming education is not so clear, and an independent compulsory subject for programming education is not available, yet. Almost all of the teachers are not good at programming; they do not have enough ideas on how to teach “programming” in ordinary required subjects. It is expected, however, that this new engagement on programming education at elementary school will promote the development of new ways of teaching programming education in junior and senior high schools. The authors developed a new client-server web system that can help teachers teach Python programming and also help gifted and talented students learn by themselves. In this chapter, the authors detail such a client-server Web system and the activities performed at a juku (private tutoring) school.
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Kosmas, Panagiotis. "The integration of embodied learning in a language learning classroom: conclusions from a qualitative analysis." In Tertiary education language learning: a collection of research, 133–49. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.51.1258.
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Embodied Learning (EL) is now an emerging teaching paradigm that takes into consideration the impact of bodily movements into the learning process. This paradigm, in combination with movement-based technologies, provides strategies and methods for delivering a more engaged and interactive lesson. Following previous empirical evidence, this study presents the results of an educational intervention, based on EL, in the context of language learning in mainstream elementary schools. The study aims to examine whether this practice would improve students’ language performance and enhance their engagement in, and motivation for, learning a language. One hundred and eighteen (N=118) elementary students and six teachers were involved in this investigation. Data were collected from video recordings of 12 intervention sessions in the classroom. The analysis of video recordings provided rich information about the engagement of the students in the classroom during the sessions. It revealed that the EL practice enabled students to actively engage in the lesson, increasing their motivation and participation. Finally, the manuscript discusses the use of such an EL approach in language learning and teaching.
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Grigoropoulos, Jenny E., Heike Arnold, and Christina J. Rocha. "The i2Flex Instructional Methodology Implemented in K-12 Classes for ESL and Foreign Language Learners." In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, 361–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7760-8.ch021.
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The intention of this chapter is to demonstrate the implementation of the innovative instructional i2Flex methodology in Elementary School, Middle School, and High School classes for young EFL, ESL, and Foreign Language learners. Within a conceptual framework consisting of the ACS educational philosophy, reference features of foreign language teaching and the terminological definition of i2Flex, the three authors will outline a detailed explanation of their methodological and educational procedures, translating the i2Flex into practice in their foreign language classes. In a common conclusion of the three study cases, the authors will critically evaluate their experiences in their classrooms and the learning outcomes. They will then give insights and recommendations on how to consolidate the mutual symbiosis between face-to-face and flexible guided student learning supported by technology, guided towards independent and inquiry based student learning, in order to create a long-term, meaningful, academic blended learning in accordance to the i2Flex methodology and practice.
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Pellerin, Martine. "Digital learning environments, multimodal and sensory affordances: reshaping the second language experience for a new era." In CALL for widening participation: short papers from EUROCALL 2020, 279–85. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1201.
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The paper examines how the game Minecraft can be used as a new digital learning environment in the context of second language teaching and learning. It explores how the concepts of digital space and digital place within the new 3D digital environment can contribute to reshaping the language learners’ experience and promote greater engagement in the target language. The study involved one language teacher and his grade 6 (upper elementary) students in a French immersion program in Canada. Digital artifacts created by the students in Minecraft were collected and qualitative analysis was carried out. The findings reveal that the use of a new digital environment allows for the emergence of a sense of digital place (emotional connection), greater engagement, and a sense of agency and control on the part of learners. Higher levels of collaboration, creativity, and imagination were also observed in the language tasks.
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Boyle, Christina, Maria Wills, Lauren E. Jackson, Nicole Kammer, and Tracy Mulvaney. "How School Leaders Can Support Teachers With Program Implementation." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 172–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch009.
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Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.
Conference papers on the topic "Xhosa language – Study and teaching (Elementary)"
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Felice, Laura, Liliana Martinez, and Claudia Pereira. "A Formal Approach to the Teaching of Abstract Data Types." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2477.
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In this paper we present a methodology for the teaching of programming applied to an elementary course of the System Engineering career at the Universidad Nacional del Centro de la Provincia de Buenos Aires. This methodology starts with the formal specifications of abstract data types and concludes with an implementation of an efficient algorithm in C++ language. We describe the methodology, and a case of study showing the proposed methodology.
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Sun, Rong, and Zhen Li. "A Contrastive Study of Culture Items in Elementary Chinese and American Textbooks of Teaching Chinese as a Foreign Language Taking Integrated Chinese and a Course in Contemporary Chinese as Examples." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.118.
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Thompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.
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Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews. Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content. Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning.