Search results for: Language
Page 3/5 41 items
In this paper, the authors consider how the National Early Literacy Panel’s decision to focus on identifying precursors to “conventional” literacy skills shaped the conclusions drawn, and take-home message of the panel’s 2008 report.
Updated: Jul. 26, 2011
This article addresses to the National Early Literacy Panel report identified early predictors of reading achievement as good targets for instruction, and many of those skills are related to decoding. The authors suggest that the developmental trajectories of rapidly developing skills pose problems for traditional statistical analyses. Rapidly developing skills yield correlations with later reading success that change with learning, so the predictive strengths are temporary and unstable.
Updated: Jul. 05, 2011
This research study explores gender-based language, in this case women's language, and the classroom. The study specifically examines examples of women's language and how this language affects student response in the classroom. The participants were 20 students at an academic magnet school in a metropolitan area in the southeastern United States and their teacher. Five variables have been identified as characteristic of women's language--politeness, gestures, intonation, praise/saving face for others, and tag questions--and were used to evaluate the language of a female teacher in an Algebra II classroom.
Updated: Jan. 02, 2011
This review evaluates the role of language in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. The review (a) provides equivocal findings about the extent to which number words in the Chinese language afford benefits for mathematics learning; and (b) indicates that cultural and contextual factors are gaining prominence in accounting for the superior performance of East Asian students in cross-national studies.
Updated: Nov. 02, 2010
This article reports on the results of a qualitative study. The study explored the experiences of one group of pre-service English language teachers in Hong Kong as they undertook an action research project as part of their undergraduate teacher training programme. The study indicates that as teacher researchers, the trainee teachers contested previously held perceptions about their engagement in teaching, their images of teachers and teaching, as well as their alignment with some aspects of contemporary educational discourse.
Updated: Sep. 27, 2010
English as an Additional Language and Initial Teacher Education: Views and Experiences from Northern Ireland
This article addresses training for teaching English as an Additional Language (EAL) at initial teacher education (ITE) level in Northern Ireland. 15 primary and post-primary teachers participated in this small-scale qualitative study. The study investigates reflections on EAL content in ITE programmes, and the type of difficulties faced when teaching pupils whose first language is not English.
Updated: Sep. 19, 2010
This research reflection explores a narrative pattern that emerged in participants' interviews on student differences. This reflection reveals tensions between participants' structural and deficit understandings of student differences of race, class, culture, and language. Framing participants' understandings of structural and deficit thinking, this reflection articulates three discursive contexts relating to participants' work.
Updated: Jul. 13, 2010
Implementing A Spanish for Heritage Speakers Course in An English-Only State: A Collaborative Critical Teacher Action Research Study
The purpose of the article was to explore how a teacher was able to navigate the secondary school structure, community/national Discourse, and her own classroom pedagogy to implement the Spanish for Heritage Speakers course. Data suggested that teachers, school and district administrators, teacher-educators, and families in the community all played significant supporting roles in the effort to create a successful heritage language course at the secondary level. This collaborative research project generated recommendations for secondary teachers and administrators as well as teacher-training institutions.
Updated: Jun. 29, 2010
This article examines perceptions of language by two African American teenage males who travel between the intricacies of Black English and Academic English in their daily lives. To understand youth language perceptions, the article is guided by the following inquiry: Given the historically dichotomous relationship between Black English and Academic English, how do youth perceive language in their struggle to acquire academic success? In this examination, the author argue that classrooms should be more responsive to students’ languages and identities.
Updated: May. 25, 2010
Language Teacher Education in Finland and the Cultural Dimension of Foreign Language Teaching - A Student Teacher Perspective
This article investigates the cultural agenda in Finnish language teacher education from a student teacher perspective. The focus is on the students' perceptions regarding how effectively cultural aspects are dealt with in their training, and how these perceptions may be affected by the length of time they have spent abroad. The empirical evidence suggests that both the language studies and the pedagogical studies tend to address cultural aspects to a small or very small extent. The main emphasis is placed on traditional aspects of culture.
Updated: Jan. 31, 2010