The aim of this paper is to explore the benefits of formative assessment and to show how formative assessment tasks can impact confidence and motivation of young learners in the second language classroom. It presents a small scale study and its findings indicate that students perform much better if they receive feedback on their performance on a regular basis and that formative assessment tasks could be a way to enhance student motivation and thus improve language acquisition.
This paper deals with introducing the cultural heritage of the host country in second or foreign language acquisition and maintains that cultural heritage could provide a framework for developing interculturalism and language skills. It presents the international Erasmus + project and the two units that were delivered in The International School of Belgrade to the two groups of students at different language levels. The implementation of the project had three phases: identifying and recording of host country cultural assets, creation of teaching activities, and teaching the two units. After each unit was taught, the students’ observations were collected and used for the evaluation of the project. During the class discussions, students commented on the host country’s culture, about the studied assets, and about their language development. Students also recorded their comments in writing. The data was used to establish what the students learned about cultural heritage and if the units provided a framework to develop language skills.
This paper consists of two parts. The first, introductory part, deals with the theoretical background of using language portfolios for educational purposes and the impact they have on primary school students' language learning. The second part is a small-scale classroom research and it shows how language portfolios contribute to developing learner autonomy and encouraging reflection. It also records the views of teachers on the benefits of portfolio assessment. The results confirm that language portfolios are valuable both for foreign language teachers and for students. Portfolios provide teachers with important information about their students' progress and give insights into students' attitudes to language learning. They are also beneficial for children who learn a foreign language. They enjoy having control of what is included in their portfolios and take pride in their content. The process of collecting pages that would be included in their portfolios encourages children to reflect on the quality of their work from an early age. when they share the content of portfolios with teachers, peers, and parents, they become involved with their learning on a higher level: they think about their learning process, evaluate their work, and identify strengths and weaknesses of their learning strategies. In that way, young learners take charge of their own learning.
The increasing mobility of people implies an increasing number of students who start mastering two or more languages. A number of educational institutions provide schooling for different populations of migrant children. International schools are one type of these providers. In order to assist students coming from various language backgrounds, international schools that provide for migrant students have one language of instruction that is, in most cases, different from the language of the host country and from the mother tongues of many students in the school. In that environment, students begin to acquire a second language as soon as they enter an international school, and sadly, their mother tongue development tends to be neglected. Students who follow an international curriculum learn at least two languages, but the lack of sufficient knowledge of their mother tongue impacts their development of literacy and their academic achievement in general. This paper consists of two parts. The first part gives the theoretical implications for the importance of mother tongue maintenance. The second part presents findings from a small-scale study conducted in one international school where the language of instruction is English. The study was carried out with students who acquire two or more languages simultaneously. It deals with the language development of several students in that school and their perspectives on the importance of the mother tongue and the role of English in their education. The findings indicate that students whose mother tongue is maintained seem to have better success in school. mother tongue maintenance, English as an Additional Language, international education. AbstractKeywords:
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.