English Language Learners: Developing Literacy in Second-Language Learners—Report of the National Literacy Panel on Language-Minority Children and Youth

August, Diane; Shanahan, Timothy; Escamilla, Kathy

doi:10.1080/10862960903340165

Cited by 546 publications

(806 citation statements)

References 8 publications

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“…For example, Thai language plays great role in its education system, especially in rural areas and this substitution should be regarded at early stages (Maskhao, 2002). However, The National Literacy Panel found no indication that using native language make improvement or academic achievement (August & Shanahan, 2006). While some studies revealed significant differences in learning outcomes, using learners' native language or giving the opportunity to interact in their own language, can enhance learners' sense of competence and self-worth.…”

Section: The Principles Of Student-centered Learningmentioning

confidence: 99%

Teacher-centered and/or Student-centered Learning:English Language in Iran

Zohrabi¹,

Torabi²,

Baybourdiani³

2012

ELLS

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This paper reports on research findings on leaner-centered approach compared to teacher-centered approach in teaching English grammar as a foreign language in Iranian high school context. It shows the need for grammar instruction in English language classes when roughly all education efforts are bottom-up explicit approach. One could compare and contrast these two learning approaches and try to evaluate the effectiveness of them. To this end, a cohort of 60 male homogeneous students at a junior high school in Tabriz, Iran participated in this study. All participants were native speakers of Azerbaijani and Persian aged around 16. There were two classes, including 30 students in each group (class) who were assigned to the control and experimental group. The experimental group received a treatment in passive-active voice, followed by a grammar pre-and post-test. All the tests consisted of multiple-choice, cloze, and fill-in-blanks, which were administered to study the homogeneity in their grammar knowledge over one month, and the results were compared. Two groups were observed, namely the control group (group A) or teacher-centered and the experimental group (group B) or student-centered. This experimental study also comprised classroom observations and teacher interview. When the students are given the opportunity to merge input in what they learn and how they learn, academic achievements and comprehension occur. The results support the implementation of teacher-centered process for the purpose of developing grammar knowledge of Iranian EFL learners. English classes cannot fulfill the learners' needs on communication. The findings suggest the need for explicit teaching of grammar rules and their use through communicative tasks.

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Section: The Principles Of Student-centered Learningmentioning

confidence: 99%

Teacher-centered and/or Student-centered Learning:English Language in Iran

Zohrabi¹,

Torabi²,

Baybourdiani³

2012

ELLS

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“…Research results are informative with respect to multilingual pupils: L1 maintenance proves beneficial to their educational success along with the study of the target language (August & Shanahan, 2006;Genesee et al ., 2006) . Time emerges as an important factor: Whereas interpersonal proficiency in a new language can be attained within two to four years, academic language takes five to seven (Thomas & Collier, 2002) and sometimes up to eleven years to develop (Levin & Shohamy, 2008) .…”

Section: Empirical Researchmentioning

confidence: 99%

“Es waren die Stengel urr aufgewachsen.” Language/s in Education – Going Back and Moving Forward

Vetter¹,

Durmus²

2018

Orbis Scholae

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Abstract:The present contribution positions language/s in education in a Human Rights perspective. It is argued that language is an influential factor in achieving educational equity. Educational equity is linked to the pedagogical principle that all teaching shall start with the learners' capacities. In super-diverse classrooms the linguistic capacities may vary significantly, whereas the competencies to be reached remain equal for all . In the background of Human Rights this calls for a strictly learner-centred approach that oscillates between what learners already know and the institution's requirements. What this means for language/s in and for education is discussed in the light of scaffolding and translanguaging. Both approaches were developed specifically for institutional learning in the context of super-diversity . It is argued that they both only partially meet the challenge and may complement each other . This is illustrated with examples from action research in a sequence of biology lessons in a Viennese middle school .

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“…Kindergarten pre-service teachers have difficulty discriminating English phonemes that do not already exist in their native language phonology (August et al, 2009;Escudero, 2014;Gilmore, 2011;Janzen, 2007;Yeung & Chan, 2012). For example, they do not always make the right predictions when reading is based on how they sound out a word, such as spelling "sed" instead of "said."…”

Section: Context Of the Problemmentioning

confidence: 99%

“…They must be able to identify, discriminate similar looking letters, and name each letter in the alphabet in order to make meaningful associations between letter symbols and their corresponding sound representations (Carson et al, 2015;Jamaludin et al, 2015;Pinto et al, 2015). Knowledge of the alphabetic principle refers to a realization that, in alphabetic orthographies, spoken words are comprised of phonemes and the phonemes are represented in text as letters (August et al, 2009;Gunning, 2009). …”

Section: Letter Knowledgementioning

confidence: 99%

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness

Ghoneim¹,

Elghotmy²

2015

ELT

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The current study investigates the effect of a suggested Multisensory phonics program on developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness. A total of 40 fourth year kindergarten pre-service teachers, Faculty of Education, participated in the study that involved one group experimental design. Pre-post tests were administered to assess the participants' phonics skills. The results showed that the suggested Multisensory Phonics program was effective in developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness.

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English Language Learners: Developing Literacy in Second-Language Learners—Report of the National Literacy Panel on Language-Minority Children and Youth

Cited by 546 publications

References 8 publications

Teacher-centered and/or Student-centered Learning:English Language in Iran

Teacher-centered and/or Student-centered Learning:English Language in Iran

“Es waren die Stengel urr aufgewachsen.” Language/s in Education – Going Back and Moving Forward

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness

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