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1.
This study investigated the relationships between phonological awareness and reading in Oriya and English. Oriya is the official language of Orissa, an eastern state of India. The writing system is an alphasyllabary. Ninety‐nine fifth grade children (mean age 9 years 7 months) were assessed on measures of phonological awareness, word reading and pseudo‐word reading in both languages. Forty‐eight of the children attended Oriya‐medium schools where they received literacy instruction in Oriya from grade 1 and learned English from grade 2. Fifty‐one children attended English‐medium schools where they received literacy instruction in English from grade 1 and in Oriya from grade 2. The results showed that phonological awareness in Oriya contributed significantly to reading Oriya and English words and pseudo‐words for the children in the Oriya‐medium schools. However, it only contributed to Oriya pseudo‐word reading and English word reading for children in the English‐medium schools. Phonological awareness in English contributed to English word and pseudo‐word reading for both groups. Further analyses investigated the contribution of awareness of large phonological units (syllable, onsets and rimes) and small phonological units (phonemes) to reading in each language. The data suggest that cross‐language transfer and facilitation of phonological awareness to word reading is not symmetrical across languages and may depend both on the characteristics of the different orthographies of the languages being learned and whether the first literacy language is also the first spoken language. 相似文献
2.
A study of science textbooks and students' responses indicates that many key concepts are treated at different levels of meaning. As a consequence of these observations we have attempted to examine what we have termed students' “preferential thinking style.” To do this, the level of meaning that students preferred when thinking about each of 16 key concept definitions associated with the theme, the nature of matter, was measured for each concept. The same concept definitions had already been studied in respect to students' ability to recognize them. Each of the 16 concept terms was formulated at the three levels of meaning defined by us as: membership, partial association, and generalization. The resulting test of preferential thinking style was administered to representative samples of Hindi-speaking high school students in India (826) and English-speaking high school students in Tasmania (1635). Some marked changes in the relative development of preferential thinking styles for the two groups were observed which raises questions associated with the importance of this notion as an outcome of science teaching. 相似文献
3.
Although communication skills in English are important for both their career prospects and the success of their overall study experience, many international students find their spoken English a barrier to employment after graduation. In this paper, we draw on longitudinal interview data from international postgraduates to investigate the individual and social factors that impacted on the development of their speaking skills as they studied in Australia. Our findings suggest that, despite high levels of motivation to improve, they received little instruction in such skills on their English for Academic Purposes programs and had little access to them in the community. We argue that for compelling moral as well as economic reasons universities urgently need to address these issues through both instruction and social integration initiatives if they are to safeguard their lucrative but vulnerable overseas markets. 相似文献
4.
Sultan Turkan 《International Journal of Science Education》2013,35(15):2343-2369
The performance of English language learners (ELLs) has been a concern given the rapidly changing demographics in US K-12 education. This study aimed to examine whether students' English language status has an impact on their inquiry science performance. Differential item functioning (DIF) analysis was conducted with regard to ELL status on an inquiry-based science assessment, using a multifaceted Rasch DIF model. A total of 1,396 seventh- and eighth-grade students took the science test, including 313 ELL students. The results showed that, overall, non-ELLs significantly outperformed ELLs. Of the four items that showed DIF, three favored non-ELLs while one favored ELLs. The item that favored ELLs provided a graphic representation of a science concept within a family context. There is some evidence that constructed-response items may help ELLs articulate scientific reasoning using their own words. Assessment developers and teachers should pay attention to the possible interaction between linguistic challenges and science content when designing assessment for and providing instruction to ELLs. 相似文献
5.
This paper looks at current practice in teaching multilingual Indo-Fijian children in eight Fiji primary schools. Indo-Fijians speak Fiji Hindi (FH) as their mother tongue, learn Shudh Hindi (SH) or Urdu, and English for formal and literacy purposes and use English and Fijian for interethnic communication. The current education policy states that children be taught in their mother tongue for the first 3 years of primary school before English becomes the medium of instruction. This practice was not apparent in the schools. In all 24 observed classrooms, English was the dominant language of instruction. There is an important need in Fiji for teacher training to address the issues around multilingual education so that teachers can confidently contribute to an educational system which maximises the use of Fiji's linguistic resources for the educational advancement of all sectors of the country's population. 相似文献
6.
P. K. Tao 《Research in Science Education》1994,24(1):322-330
This paper reports on an investigation into Hong Kong students' comprehension of English non-technical words used in science.
The investigation was conducted in a context in which English, a foreign language to students, is the medium of instruction,
in that textbooks and examinations are all in English but the classroom language used is mainly Chinese, with frequent Chinese-English
code-switching. A total of 4644 Secondary 4, 5 and 6 students participated in the study. Many students did not correctly comprehend
a large proportion of the words, confused them with words that were graphologically or phonetically similar, and even took
them for their antonyms. Such poor performance raises doubts as to whether the majority of Hong Kong students have attained
a ‘threshold level’ of competence in English to benefit from learning science in English.
Specializations: physics education, students' alternative conceptions in science, conceptual change, computer-assisted learning in physics. 相似文献
7.
For many children around the world, access to higher education and the labour market depends on becoming fluent in a second language. In South Africa, the majority of children do not speak English as their first language but are required to undertake their final school-leaving examinations in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. Some schools use English as the language of instruction from the first grade. In recent years a number of schools have changed their policy, thus creating within-school, cross-grade variation in the language of instruction received in the early grades. Using longitudinal data from the population of South African primary schools and a fixed-effects approach, we find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6. 相似文献
8.
This paper presents an effectiveness study of a computer-based English reading program, the Waterford Early Reading Program (WERP), among first and second grade students in Israel. Students who used the program were compared to a control group only receiving English as a foreign language (EFL) instruction as part of the school curriculum. First grade students who used the software during the study period experienced significantly greater gains than control group students on all four measures of reading ability. Second grade students in the treatment group experienced greater gains than control group students on the nonsense word and phoneme segmentation measures. These results indicate that adaptive English reading software has a place in an EFL education system, especially among young students with complex linguistic backgrounds. Adaptive programs like WERP may produce better EFL results than non-adaptive programs because they are able to adjust based in part on a student’s linguistic proficiency. 相似文献
9.
This article explores the geographies of difference at LI-NSU, a Mexican university program where English is the predominant language of instruction. The interactions between
LI-NSU students and students from other programs are marked by themes of national identity and symbolically charged views
of English, creating a contested ‘poetics of space’ within the classroom and beyond. The article questions the impact that
English-only classrooms may have on student identity in contexts where English is not the official or dominant language. 相似文献
10.
This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students’ English and science achievement was compared to a similar group of students who were using the district’s established English language development curriculum. Student performance on statemandated English and science assessments were analyzed using Mann–Whitney U tests for overall performance and by number of years of treatment. Modest but statistically significant improvement was found for students who participated in the blended program. Results from this study suggest that restricting instructional minutes for science to provide additional time for ELD and English language arts may be unnecessary. Rather, allowing consistent time for science instruction that incorporates ELD instruction along with inquiry science experiences may provide the authentic and purposeful context students need to develop new language without restricting access to science content. 相似文献
11.
Diane August Maria Carlo Cheryl Dressler Catherine Snow 《Learning disabilities research & practice》2005,20(1):50-57
English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English‐only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective instructional practices for ELLs. The review suggests that several strategies are especially valuable for ELLs, including taking advantage of students' first language if the language shares cognates with English; ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement. Finally, we discuss challenges in designing effective vocabulary instruction for ELLs. Important issues are determining which words to teach, taking into account the large deficits in second‐language vocabulary of ELLs, and working with the limited time that is typically available for direct instruction in vocabulary. 相似文献
12.
Karim Sadeghi 《Teacher Development》2016,20(5):631-647
Burnout in teachers is an important concern since it adversely impacts their instruction as well as their psychological, mental, and physical health. The present study examined the levels of burnout (i.e. emotional exhaustion, depersonalization, and reduced personal accomplishment) experienced by Iranian English language teachers. Specifically, the relationships of participants’ gender, workplace context, grade level taught, and teaching experience to their burnout were investigated. Data were collected from 40 teachers using the Maslach Burnout Inventory. Overall, findings revealed that English teachers (N = 40) were experiencing high levels of reduced personal accomplishment (M = 18.72) and emotional exhaustion (M = 17.80). Results of one-way ANOVA showed significant differences among English language teachers with respect to burnout subscales. Significant correlations were found between burnout, workplace context, and grade level taught. A number of helpful suggestions for programs and individuals involved in relieving stress and burnout among teachers are presented. 相似文献
13.
This study asked elementary school teachers how educational policies affected their science instruction with a majority of English language learners. The study employed a questionnaire followed by focus group interviews with 43 third and fourth grade teachers from six elementary schools in a large urban school district with high populations of English language learners in the southeastern United States. Results indicate that teachers' opinions concerning all areas of policy evolved as the state enforced stronger measures of accountability during the 2‐year period of the study. Although relatively positive regarding standards, their opinions became increasingly negative regarding statewide assessment, and even more so toward accountability measured by reading, writing, and mathematics. The results suggest that it is important to understand how teachers perceive the influence of policies, particularly those relating to English language learners, as science accountability becomes more imminent across the states. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 725–746, 2007 相似文献
14.
Peggy Estrada 《The Urban Review》2014,46(4):535-573
Little is known about the curricular experiences schools provide English learner students (ELs) to meet the dual goals of attaining English language proficiency (ELP) and grade-level achievement. I introduce the concept of Curricular Streams to provide a more nuanced comparative analysis of four urban middle schools, focusing on: (a) the extent to which they provided English language development (ELD) instruction and access to the core and full curriculum; and (b) the relative emphasis on ELP versus core academic content, remediation versus acceleration, and isolation versus integration of ELs with non-EL peers. I situate the Curricular Streams within the schools’ broader cultures and practices. The results reveal local definitions of EL status and wide variation in EL Curricular Streams: One school emphasized ELP and remediation over access to the core. Another integrated ELs more quickly into mainstream courses, yet its remediation emphasis limited access to the core. The third provided more access, but isolated ELs. The fourth provided more access to the core, accelerated ELD, and eschewed interventions. The evidence suggests that schools are groping for solutions and it raises questions about the efficacy of EL state policy that relies on local control for interpretation. I provide implications for research, policy, and practice and hypotheses about the characteristics of Curricular Streams and school cultures that might increase ELs’ opportunity to learn and achieve the dual goals. 相似文献
15.
This study examined the ability of children in French immersion and English programs to analyze the internal structure of spoken words in relation to their early reading and spelling abilities in English. Thirty-two children in the first grade were given a modified version of the Auditory Analysis Test, and reading and spelling tasks that included both real words and non-words. Results indicated that French immersion children were more proficient than their English program peers at explicitly analyzing spoken words and that the groups did not differ when reading and spelling orthographically regular real words and non-words. The English program children performed better than their French program peers only when reading orthographically irregular English words. These results demonstrate that second language learning enhances metalinguistic awareness and help to explain why children in immersion programs do not experience long-term difficulty in acquiring English written language skills. 相似文献
16.
《Journal of research on educational effectiveness》2013,6(3):231-263
Abstract This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well-documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners’ English language development. Pathway teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = .35) and the California Standards Test in English language arts (d = .07). 相似文献
17.
Katya A. Karathanos 《International Journal of Inclusive Education》2013,17(1):49-65
This study explored to what extent two groups of mainstream teachers in the Midwestern region of the USA with differing degrees of English language learner‐specific university preparation reportedly engaged in practices that incorporated the native languages of English language learner students in instruction. The study further examined specific strategies reported by mainstream teachers in promoting native language use in instruction as well as challenges identified in implementing this practice. The study used a mixed‐method design that included analyses of survey data from a quantitative study (n = 227) and qualitative analyses of teacher discourse from course documents and open‐ended survey questions. Findings indicated that while both groups of teachers reportedly engaged in practices that promoted native language use in instruction to some extent, teachers with at least three courses of English language learner‐specific university preparation appeared to engage in these practices to a much greater extent than those without such preparation. This paper explores the implications of results from this study for teacher education programmes in the USA with the responsibility of preparing teachers effectively to serve growing numbers of culturally and linguistically diverse student populations. 相似文献
18.
张长英 《职教通讯(江苏技术师范学院学报)》2008,23(11)
在对内隐学习的概念、内涵及特征进行介绍的基础上,指出内隐学习理论对大学生学习英语生词具有重要启示：重视内隐学习方式;营造良好氛囤;重视语言输入,扩充内隐知识。 相似文献
19.
Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children (n = 163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed. 相似文献
20.
《Learning and individual differences》2006,16(4):267-276
A cognitive lab technique (n = 156) was used to investigate interactions between individual factors and item factors presumed to affect assessment validity for diverse students, including English language learners. Findings support the concept of access — an interaction between specific construct-irrelevant item features and individual characteristics that either permits or inhibits student response to the targeted measurement content of an assessment item. Access issues of 3rd and 5th grade students were explored at three stages during problem solving on mathematics items: 1) apprehension of task demands; 2) formulation of a solution; and 3) articulation of a solution. Adequacy of access at these levels appears to affect student performance. In particular, where students were able to experience increased apprehension in the first stage through the provision of item variations consistent with their individual access needs, they were more likely to formulate correct solution strategies. The implications of these findings are discussed and suggestions for future research are offered. 相似文献