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Relevant bibliographies by topics / Yoruba learners of English

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Academic literature on the topic 'Yoruba learners of English'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Yoruba learners of English"

1

Ogunyemi, Kehinde Olufemi. "Comparative Analysis of English Language Learners' Errors across Different Linguistic Backgrounds." American International Journal of Social Science Research 4, no. 2 (July 15, 2019): 94–101. http://dx.doi.org/10.46281/aijssr.v4i2.353.

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The focus of the study is the comparative analysis of English as a second language learners’ errors across different linguistic backgrounds in Nigeria. The study adopted the descriptive research design. The population for the study consisted of senior secondary school students in Ondo State. A simple random sampling technique was employed to select four secondary schools and 26 students from four schools in Akoko Ondo State(12 male, 14 female). The sample consisted students from three linguistic backgrounds (Igbo, Yoruba, and Hausa). The instrument used to gather data was a verbal ability test. The reliability of the instrument was determined through the test- retest method (r = 0.83). Four research questions were answered. The findings revealed that there was a significant difference in the scores of students from different linguistic backgrounds in their use of tenses, pronouns, spellings and pronunciation. On the basis of these findings it was recommended that students are to be given time to pay attention to their use of English tenses, pronoun, spelling and pronunciation so as to maximize their academic potentials and possibilities. There is need to give teachers chance to experience in-service training and seminars. This will make them conversant with current development in pedagogy and language itself.

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Eludiora, Safiriyu Ijiyemi, and O. R. Ayemonisan. "Computational Morphological Analysis of Yorùbá Language Words." IAES International Journal of Artificial Intelligence (IJ-AI) 7, no. 1 (March 1, 2018): 11. http://dx.doi.org/10.11591/ijai.v7.i1.pp11-18.

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Nigeria official languages are English, Yorùbá, Igbo and Hausa. The focus of the study reported in this paper is to develop learning tool that can assist learners to learn the Yorùbá language using its alphabets. The study is critical to Yorùbá language, because of its endangerment. There is need to introduce different learning tools that can mitigate its extinction. A Yorùbá word perfect system was developed to assist people in learning the Yorùbá language. English and Yorùbá words formation are experimented using computational morphological approach (word formation). The theoretical framework considered Finite state automata (FSA) to realise different ways of combining the consonants and vowels to form word. Two to five letter words were considered. The system was designed and implemented using UML tools and python programming language.The system will teach the users on how the words are formed, and the number of syllables in each word. The user need not to know how to tone mark word before he/she can use the system. Any word typed will be analysed according to its number of syllables. This approach produces representatives of all parts of speech (POS) of the two languages. It produces corpora for the two languages

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Maikanti, Sale, Yap Ngee Thai, Jurgen Martin Burkhardt, Yong Mei Fung, Salina Binti Husain, and Olúwadọrọ̀ Jacob Oludare. "Mispronunciation and Substitution of Mid-high Front and Back Hausa Vowels by Yorùbá Native Speakers." REiLA : Journal of Research and Innovation in Language 3, no. 1 (April 19, 2021): 1–16. http://dx.doi.org/10.31849/reila.v3i1.6107.

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The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ in Hausa mid-high long, front and back vowels: /e:/ and /o:/. The phonemic differences in the two languages have caused learning difficulties among the Yorùbá native speakers to achieve their second language learning desire and competence. Yorùbá-Hausa learners mispronounce certain disyllabic Hausa words due to the substitution of vowels in the first and second syllables. Thus, both lexical and grammatical meanings of the Hausa words are affected. This study examined the production of the 12 Hausa vowels by level 1 and level 3 students who were learning Hausa as a second language to determine if there was a significant difference in how level 1 and level 3 students pronounced the short and long mid-high, front and back Hausa vowels. 88 Yorùbá native speakers were recruited using purposive sampling. Twenty-four different wordlists extracted from Bargery's (1934) Hausa-English dictionary and prepared in carrier phrases were audio-recorded. It was a mixed-method, and the results were discussed within the theoretical framework of Flege and Bohn's (2020) Revised Speech Learning Model and Corder's (1967) 'Error Analysis Model'. The results of the Mann-Whitney U test revealed that participants in level 1 generally performed lower than level 3 participants in the pronunciation of mid-Hausa vowels due to substitutions. Such errors have pedagogical implication in learning Hausa as a second language, and if not addressed accordingly, the standard of Hausa will continue to fall at an undesirable and alarming rate.

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Ajiboye, Tunde. "Politeness marking in Yoruba and Yoruba learners of French." Language Learning Journal 6, no. 1 (September 1992): 83–86. http://dx.doi.org/10.1080/09571739285200551.

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Salawu, Adewuni. "Evaluation of interpretation during congregational services and public religious retreats in south-west Nigeria." Babel. Revue internationale de la traduction / International Journal of Translation 56, no. 2 (August 13, 2010): 129–38. http://dx.doi.org/10.1075/babel.56.2.03sal.

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In most spiritual gatherings in Southwest Nigeria, as observed today, preaching is in English or in Yoruba and then interpreted in Yoruba or English. English is an official language in Nigeria and Yoruba is the local language in most of the Southwest of the country. Most people are to some extent bilingual. The objective of this study is to evaluate the quality of the interpretation carried out in those spiritual gatherings. Questionnaires were administered. Data were collated and analyzed. A total of 39 respondents (78%) were satisfied with the output of the interpretation from English to Yoruba while only 48% were satisfied with the interpretation from Yoruba to English. The study concludes that interpretation from English to Yoruba is being handled better and more training be given to those interpreting from Yoruba to English.

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Opoku, J. Y. "Second language proficiency differences in the learning of semantically-equivalent bilingual sentences." Applied Psycholinguistics 8, no. 1 (March 1987): 75–84. http://dx.doi.org/10.1017/s0142716400000084.

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ABSTRACTThree groups of subjects who used English as a second language and who were considered to be at different levels of proficiency in English participated in a study of transfer of learning from English to Yoruba, their native language, and from Yoruba to English. It was predicted that total transfer from one language to the other would decrease with increasing proficiency in English and that transfer from Yoruba to English would be higher than from English to Yoruba at lower levels of proficiency in English. Findings showed rather that total transfer increased with increasing proficiency in English and that transfer from English to Yoruba was higher than from Yoruba to English for all groups. It is concluded that on a verbal transfer task, bilinguals show development from independent to interdependent language systems with increasing proficiency in a second language.

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Owolola, Oluwaseun Iyanuoluwa. "A sociolinguistic study of the effects of Yoruba-English Code-mixing on the Yoruba language." JURNAL ARBITRER 5, no. 1 (April 28, 2018): 23. http://dx.doi.org/10.25077/ar.5.1.23-30.2018.

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This work investigates the effects of Yoruba-English Code-mixing on the Yoruba language. From a sociolinguistic perspective, it examines the reasons why people code-mix English with Yoruba and the effects of the code-mixing on the Yoruba language. The study is modeled after Crystal’s (2000) theory of language death. Data for the study was collected with the use of self-designed questionnaire which was administered to 100 respondents. The analysis of the responses shows that a number of lexical items of the Yoruba language have been lost by the native speakers as a result Yoruba-English code-mixing. It also reveals that this sociolinguistic phenomenon may hamper the growth and development of the Yoruba language as it has become more convenient for Yoruba speakers to code-mix than to coin new words for new concepts, items or ideas. The study, therefore, concludes that uncontrolled Yoruba-English code-mixing may render the use of the Yoruba language moribund, consequently leading to the death of the language. It is recommended that the native speakers of Yoruba should make conscious efforts to use “pure” Yoruba, minimizing the use of code-mix.

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Oladayo, Olakanmi Olufemi. "Yoruba Language and Numerals’ Offline Interpreter Using Morphological and Template Matching." IAES International Journal of Artificial Intelligence (IJ-AI) 3, no. 2 (June 1, 2014): 64. http://dx.doi.org/10.11591/ijai.v3.i2.pp64-72.

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<p>Yoruba as a language has passed through generation reformations making some of the old documents in the archive to be unreadable by the present generation readers. Apart from this, some Yoruba writers usually mixed English numerals while writing due to brevity and conciseness of English numeral compare to Yoruba numerals which are combination of several characters. Re-typing such historical documents may be time consuming, therefore a need for an efficient Optical Character Reader (OCR) which will not only effectively recognize Yoruba texts but also converts all the English numerals in the document to Yoruba numerals.Several Optical Character Reader (OCR) systems had been developed to recognize characters or texts of some languages such as English, Arabic, Japanese, Chinese, and Korean, however, despite the significant contribution of Yoruba language to historical documentation and communication, it was observed that there is no particular OCR system for the language. In this paper correlation and template matching techniques were used to develop an OCR for the recognition of Yoruba based texts and convert English numerals in the document to Yoruba numerals. Experimental results show the relatively high accuracy of the developed OCR when it was tested on all size Yoruba alphabets and numerals.</p>

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Adamo, Grace Ebunlola. "Linguistic interplay between Yoruba and English." English Today 28, no. 2 (May 17, 2012): 51–53. http://dx.doi.org/10.1017/s026607841200017x.

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The purpose of this paper is to foreground the extent to which the English language has eroded the originality and purity of the Yoruba language. The main focus will be on code-switching practices, which I believe to be detrimental to Yoruba in the long run. Although linguists have long proposed a ‘leave-your-language-alone’ attitude (see Hall, 1950), there is little doubt that the effects of first British colonization and then globalization have changed the linguistic ecology of Africa. Few sociolinguists would deny that a people's language is a symbol of their identity and culture. In an important textbook in the field, Holmes (1992: 70) confirms that ‘Language is an important component of identity and culture for many groups, maintaining their distinct identity and culture is usually important to … self esteem.’ What are we then to make of the extensive code-switching that I will be documenting in this article? Linguists' tolerance has certainly extended to code-switching studies in Africa, from which much important data has been drawn. The main scholar in this area is Carol Myers-Scotton, whose two books on code-switching (1993a,b) were based primarily on her research in Africa and remain central to the field internationally. Scholars like Coupland and Jaworski (1997) propose that the use of mixed speech in a conversation is not necessarily a language defect but a sign of flexibility and creativity. Understanding the social, psycholinguistic and syntactic motivations for switching is one thing, but the applied linguist and educationist also has to ask serious questions about what this means for the future of local languages heavily implicated in code-switching.

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Friday-Ótún, J. O. "Translating question propositions between English and Yoruba." Babel. Revue internationale de la traduction / International Journal of Translation 56, no. 3 (October 28, 2010): 219–36. http://dx.doi.org/10.1075/babel.56.3.02fri.

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This paper focuses on the aspect of question translation between English and Yoruba. Translation serves as a mirror through which any language can be relatively replicated into another. Question proposition between English and Yoruba are significant in the body of language knowledge among about 30 million Yoruba users of English in the western part of Nigeria and diaspora.<p>This study explored the types of question propositions between English and Yoruba, and their process in translation free from the former to the latter, and, vice versa, using the literal and idiomatic continuum of translation proposed by Larson (1984). The findings of the paper revealed that question translation between both languages has implications on the characteristics of language which affect translation. The similarities and peculiarities of each language as they affect the translation to Wh, Yes/no, Echo, Tag and Alternative questions in both languages were highlighted. Also underscored was the significance of translating question proposition between both languages in pedagogical and other contexts of communication.

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Dissertations / Theses on the topic "Yoruba learners of English"

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Oladejo, J. A. "The acquisition of English modals by Yoruba learners." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370645.

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Akindele, D. O. "Speaker's rights in English-English and Yoruba-English family discourse." Thesis, University of Nottingham, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377443.

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Fajobi, Eunice Olatokunbo. "The impact of Yoruba Porsody on the intonation of Nigerian English." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488608.

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Amuda, A. A. "Yoruba/English code-switching in Nigeria : Aspects of its functions and form." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371431.

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Na-Thalang, Sanooch. "Thai learners of English and the English number system." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310046.

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Jones, Rebecca Katherine. "Writing domestic travel in Yoruba and English print culture, southwestern Nigeria, 1914-2014." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5249/.

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Travel writing criticism has sometimes suggested that little travel writing has been produced by Africans. This thesis shows that this is not the case, through a literary study of writing about travel published in Yoruba-speaking southwestern Nigeria between 1914 and 2014. This is a study of writing about domestic travel – Nigerians travelling within Nigeria – and of both Yoruba- and English-language texts. It is both a study of conventional ‘travel writing’ such as first-person travelogues, and of the motif of travel in writing more broadly: it encompasses serialised newspaper columns, historical writing, novels, autobiography, book-length travelogues and online writing. As well as close readings, this study draws on archival research and an in-depth interview with travel writer Pelu Awofeso. This is not an exhaustive study but rather a series of case studies, placed in their historical context. I examine southwestern Nigerian writers’ re resentations of laces within Nigeria and changing communal identities: local, translocal, regional and national. I explore their ideas about the benefits of travel and travel writing, knowledge and cosmopolitanism. I argue that we can read these texts as products of a local print culture, addressed to local readers, as well as in relation to the broader travel writing tradition.

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Merrill, Lindsay Marie. "English Learners' Participation in Mathematical Discourse." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5561.

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Due to the increasing diversity of mathematics classrooms today, teachers need guidance on how to support English Learners (ELs) in mathematics classes in a way that situates language learning within mathematical activity. Unfortunately, neither mathematics education research nor EL education research is sure how to navigate the complexity of teaching ELs mathematics while supporting both their language development and their mathematical development through their participation in mathematical activity. This study examined ELs' participation in mathematical Discourse, investigating both the mathematical purposes ELs accomplished by using multiple symbol systems, and the way ELs used non-English language (NEL) symbol systems to support their spoken English. The participants were college-aged ELs beginning their studies at the English Learning Center at an American university. The students all had fluency with basic conversational English, and had many different levels of mathematical experience. I identified five categories of purposes in which ELs engaged during mathematical Discourse. I also developed the Replace Augment Learn (RAL) framework that describes how ELs used NEL symbol systems to make up for their decreased English literacy and facilitate their participation in mathematical Discourse. Analysis of the data suggests ELs' use of NEL symbol systems (1) played a significant role in achieving many of the purposes associated with mathematical Discourse, and (2) opened up a space for effective language acquisition. These findings indicate that authentic mathematical activity can be a productive site for language development, and that ELs with basic conversational English and literacy with a variety of symbol systems can participate meaningfully in mathematical Discourse.

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Silva, Frank L. "ENHANCING LANGUAGE DEVELOPMENT FOR ENGLISH LEARNERS." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/253.

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Previously accepted and current research has been reviewed regarding the development of English proficiency for English Language Learners. The particular areas of concern deemed crucial for language development are the domains of reading, writing, listening and speaking. The critical components for effective English Language Development instruction as well as the strategies considered the most effective and efficient were also investigated. The review resulted in the creation of an English Language Development unit that includes the essential components and various strategies that are considered effective in developing English proficiency for English Language Learners.

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McKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.

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English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included background knowledge, comprehension and evaluation. Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels.

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Brown, Kelly Picard. "Effective Instruction for English Language Learners." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7860.

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The problem addressed in this study is that English Language Learners (ELLs) in a California school district are not meeting the targeted yearly grade level expectations or making the same progress as non-ELL students. Meeting this goal will help close the achievement gap between ELLs and their native-English speaking peers. The purpose of the qualitative study was to explore the local problem and identify how teachers provided academic instruction to support ELLs with academic instruction and investigate perceived causes of the inadequate progress in learning English and the academic content. The research was guided by Vygotsky's theory of development and the social/cognitive interactions with Ladson-Billings' approach to cultural relevance. These theories support how teachers and students maintain an active cognitive and social learning approach. The qualitative study investigated teachers' instructional practices for ELLs through classroom observations and interviews. Purposeful sampling identified 12 potential participants who met the criteria of providing ELL instruction. Four ELL teachers participated through observations and interviews. The data analysis examined, identified, and interpreted themes. Data saturation was reached as no new themes emerged. The following 4 themes resulted: (a) classroom environment, (b) curriculum content, (c) academic language, and (d) differentiation. A 3-Day PD was designed to guide future ELL pedagogy and strategic activity to promote social change by providing educators opportunities to practice research based ELL instructional approaches to teaching. The end goal is for improved academic and social achievements for ELL students.

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Books on the topic "Yoruba learners of English"

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Fashagba, Joseph Ajayi. Intermediate Yoruba: Yoruba-English. [Toronto, Canada: African Books International, 1996.

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Yai, Olabiyi Babalola. Yoruba-English/English-Yoruba concise dictionary. New York: Hippocrene Books, 1996.

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Fakinlede, Kayode J. English-Yoruba, Yoruba-English modern practical dictionary. New York: Hippocrene Books, 2003.

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Fashagba, Joseph Ajayi. The first illustrated Yoruba dictionary: Two parts: Yoruba-English, English-Yoruba. [S.l: s.n.], 1991.

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Fashagba, Joseph Ajayi. The first illustrated Yoruba dictionary: Two parts, Yoruba-English, English-Yoruba. [Toronto, Ont., Canada]: J.A. Fashagi, 1990.

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Beginner's Yoruba. New York: Hippocrene Books, 2005.

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Khan, Tariw Ali. New English learners. Lahore: Dogar publishers, 2002.

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Bepo, Adebisi. Nigerian folkloric stories for second language learners of Hausa, Igbo, Yoruba. Abeokuta, Nigeria: Goad Educational Publishers, 1996.

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Assessing English language learners. Washington, D.C: National Education Association, 2003.

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Rimmer, J. A. English for foreign learners. London: Bell & Hyman, 1985.

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Book chapters on the topic "Yoruba learners of English"

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Quinzio-Zafran, Anna M., and Elizabeth A. Wilkins. "English Learners." In The New Teacher's Guide to Overcoming Common Challenges, 92–110. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003105008-6.

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Rodriguez, Diane, and Gloria D. Campbell-Whatley. "English Learners." In A School Leader’s Guide to Implementing the Common Core, 71–83. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315769868-5.

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Solano-Flores, Guillermo. "English Language Learners." In Encyclopedia of Cross-Cultural School Psychology, 427–28. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_161.

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Collier, Shartriya. "Engaging English Language Learners." In What Really Works in Secondary Education, 255–71. 2455 Teller Road, Thousand Oaks California 91320: Corwin | A SAGE Company, 2015. http://dx.doi.org/10.4135/9781071800782.n17.

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Alvarez, Laura, Sarah Capitelli, Marguerite L. De Loney, and Guadalupe Valdés. "English Learners as Agents." In Reconceptualizing the Role of Critical Dialogue in American Classrooms, 78–104. New York, NY : Routledge, 2021. | Series: Routledge research in education: Routledge, 2020. http://dx.doi.org/10.4324/9780429330667-4.

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Felder, Monique T., Gloria D. Taradash, Elise Antoine, Mary Cay Ricci, Marisa Stemple, and Michelle Byamugisha. "Gifted English Language Learners." In Increasing Diversity in Gifted Education, 45–60. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235767-4.

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Williams, Clay H. "East Asian Learners." In Teaching English in East Asia, 47–71. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3807-5_3.

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Hall, Graham. "Images of language learners." In Exploring English Language Teaching, 181–98. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Introductions to Applied Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315193380-9.

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Zhang, Ying. "Standard English or Chinese English? Native and Non-Native English Teachers’ Perceptions." In Assessing Chinese Learners of English, 245–69. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137449788_12.

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Mesmer, Heidi Anne E., and Anna E. Kambach. "English Alphabetics for Teachers." In Alphabetics for Emerging Learners, 20–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003130918-2.

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Conference papers on the topic "Yoruba learners of English"

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Kishi, Toshiyuki. "Japanese English Learners' Recognition of English Images." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615135.

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Hori, Tomoko, Michiko Toyama, and Mari Akatsuka. "Perception of English Intonation by Japanese Learners of English." In 10th International Conference on Speech Prosody 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-171.

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Mizuguchi, Shinobu, Tim Mahrt, and Koichi Tateishi. "How L2 learners perceive English prosody." In ISAPh 2018 International Symposium on Applied Phonetics. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/isaph.2018-17.

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Nersesian, Eric, Adam Spryszynski, Ulysee Thompson, and Michael Lee. "Encompassing English Language Learners in Virtual Reality." In 2018 IEEE International Conference on Artificial Intelligence and Virtual Reality (AIVR). IEEE, 2018. http://dx.doi.org/10.1109/aivr.2018.00047.

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Jing Shu, Yirong Luo, Yang Yang, Jing Li, and Difang Zhou. "English Rhythm of Guangxi Zhuang EFL learners." In 2015 International Conference Oriental COCOSDA held jointly with 2015 Conference on Asian Spoken Language Research and Evaluation (O-COCOSDA/CASLRE). IEEE, 2015. http://dx.doi.org/10.1109/icsda.2015.7357867.

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

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

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Yang, Zhanli. "Strategies of Improving Spoken English for Learners." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.84.

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"Lived Experience of Economically Marginalized English Learners." In Jan. 4-5, 2017 Kuala Lumpur (Malaysia). Dignified Researchers Publication, 2017. http://dx.doi.org/10.15242/dirpub.dirh0117044.

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Zhang, Xinli. "Reading Strategies Training for College English Learners." In 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.27.

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Reports on the topic "Yoruba learners of English"

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.

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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1621.

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

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In 2016-2017 Digital Promise conducted pilots of two different edtech tools to support English Learners in San Diego area school districts. This report shares process and outcome findings to improve the design, selection, and implementation of edtech for English Learners.

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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.

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Okubo, Misako. An Analysis of Japanese Learners' Comprehension of Intonation in English. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7048.

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

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

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.

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Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6309.

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Figlio, David, and Umut Özek. An Extra Year to Learn English? Early Grade Retention and the Human Capital Development of English Learners. Cambridge, MA: National Bureau of Economic Research, January 2019. http://dx.doi.org/10.3386/w25472.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.

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