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1.
ABSTRACT

Migration-related multilingualism is a core issue of academic discussion regarding educational inequality in German schools. While existing studies have analysed the discrimination against children’s languages from linguistic minorities in school, this paper focuses on social practices in a primary school that seeks to recognise and value multilingualism. The aim of this article is to investigate the extent to which the inclusion of migration-related multilingualism can transform language orders in school and classroom. For this purpose, we examined linguistic practices on the micro-level of the classroom based on lesson protocols. The observed practices indicate that the inclusion of the children’s languages is meant both as a means of valuing and acknowledging the children’s multilingualism and as part of comprehensive language teaching and learning. The question as to the scope of individual schools for overcoming monolingual ideologies within the structural context of the national educational system and dominant societal discourses remains, however.  相似文献   

2.
游戏活动符合儿童的天性,更是他们习得母语的重要渠道,游戏给儿童的语言习得与表达提供了一种宽松、丰富多彩和受欢迎的语境。可是语言游戏常常被教育者所忽视。把握儿童游戏中习得语言的诸种特点,关注儿童在游戏中语言习得和表达的几种基本方式,并有意识将语言游戏引入小学语文课堂教学,必然为母语获得产生极其深远的影响。  相似文献   

3.
This study examined linguistic recasts provided by 16 early childhood educators to preschool children learning English as a second language (EL2). Recasts are semantic and syntactic revisions of children’s utterances. The educator–child interactions were filmed during book reading and play dough activities with small groups of four children, one of whom was EL2. The EL2 children were rated by their educators as having less well-developed expressive language skills than their unilingual peers. However, despite this finding, educators provided similar rates of recasts to both groups of children. Eight EL2 children with the lowest expressive language skills demonstrated fewer uptakes of their educator’s recasts in comparison to EL2 children with higher expressive language skills. The implications of this study include increasing the rate of recasts and reducing their complexity to provide language-learning opportunities for all preschool children, especially for those learning English as a second language.  相似文献   

4.
Educational disadvantage remains a serious issue in Irish society. Research has suggested that differing styles and levels of competence in oral language may have implications for educational attainment across socio-economic groups. The current study involved an examination of the oral language competence of Irish children in Junior Infants in DEIS (Delivering Equality of Opportunity in Schools) and Non-DEIS schools. DEIS schools are those which have been granted entry to DEIS, the most recent governmental scheme for tackling educational disadvantage in Ireland, following identification of a significant level of need. Non-DEIS schools are those which have not gained access to the scheme due to a lower level of assessed need. Two samples of children were assessed. The first sample included 23 children from a DEIS school and 27 children from a Non-DEIS school, located in the East of the country. The second sample included 35 children from 2 DEIS schools located in the Southwest and 28 children from 2 Non-DEIS schools located in the Northwest. Children's receptive language was assessed using the British Picture Vocabulary Scale III, which is a standardised measure of receptive vocabulary. Their expressive language was assessed through the collection of a language sample, which enabled the calculation of variables representing gross language development (Mean Length of Utterance), vocabulary diversity and syntactic development. The results demonstrated that differences between the two groups of children in both samples were largely of small or trivial effect size and not statistically significant, suggesting a negligible to small effect of socio-economic status on oral language competence.  相似文献   

5.
Language does not only play an active part in all processes of comprehension, recognition and learning, it is also essential for specific religious learning processes. Religious experiences and traditions have their own characteristic linguistic forms, and religious education has come to realise the necessity for an appropriate sensibility in religious language. Yet while linguistic features of religion or tradition have been widely discussed and developed, the use of religious language with regard to the learning subjects remains a significant, if not unknown, variable. What do we actually know about the religious language of students? How do we systematically assess their linguistic competence? By presenting selected results regarding the God-talk of German secondary school students, this paper shows how empirical research based on a corpus linguistic approach can provide access to the use of religious language. As such, the paper first aims to initiate a paradigm shift from looking at the linguistic features of content to exploring the language use of learners. Second, it aims to present a research framework that offers possibilities for further comparable and comparative research well beyond the original German speaking context.  相似文献   

6.
Year after year, the interest in early learning of the state language by non-Estonian children has increased. In Estonia, the course has been directed that non-Estonian learners have to reach functional bilingualism by the time they leave basic school and thus to become competitive in labour and education markets in Estonia. The objective of the present study is to explain – based on the teachers’ assessments – meeting the objectives of the curriculum at the end of the kindergarten period and at the first stage of basic school by the children having participated in the early language immersion programme. The method of this study was a questionnaire. The results of this study showed that the children having been taught by the language immersion methods were well prepared for school, and their knowledge, linguistic skills and the capacity of self-expression were appropriate for their age in both languages.  相似文献   

7.
A number of factors influence the speech and language development of young children. Delays in the development of speech and language can have repercussions for school attainment and life chances. This paper is based on a survey of 3- to 4-year-old children in the city of Stoke-on-Trent in the UK. It analyses the data collected from 255 children in 26 schools, and discusses the effects of socio-economic status and ethnicity on delayed or advanced language development in young children. Language development in the project was measured using the New Reynell Developmental Language Scales. The study shows mean standard scores for language Production and Comprehension within the low average range, thus demonstrating a challenge confronting nurseries/preschools in the area in preparing children for compulsory schooling. The research has implications for early years education policy and practice.  相似文献   

8.
This article considers research from a preliminary study of Libyan children's accounts of their experience learning English as an additional language (EAL) within mainstream schools in the LJK. The analysis of interviews and classroom observations suggests that for equal opportunity to take place, local education authorities need to place greater emphasis on language and educational provision for newcomers to UK primary schools. In addition, there is still a communication barrier as well as a language barrier between home and school which needs to be addressed in order for children to adjust to and meet school requirements. In a similar way, parents of newly arrived children need to have clear expectations. The implications of this piece of research are extremely relevant for additional language acquisition in British schools and, in particular, for the education of newcomers whose circumstances are similar to those of the children in this study. This research also enables the voice of Arab children, as learners of the English language, to reach educators and policy makers, and empower them further in the research processes which inform British education policy.  相似文献   

9.
The solving of reasoning problems in first language (L1) education can produce an understanding of language, and student autonomy in language problem solving, both of which are contemporary goals in senior high school education. The purpose of this study was to obtain a better understanding of senior high school students' knowledge of the language problem-solving process. Fifty-three 11th-grade high school students solved standard, comprehension, and linguistic reasoning problems. Before solving the problems, the participants had filled in open-ended questions inquiring about their knowledge regarding the effectiveness of a chosen problem-solving strategy. Content analysis of the responses indicated four categories and nine subcategories. The implications of the relatively few responses in the category of explicit knowledge of the language problem-solving process are discussed in the light of the changing needs of L1 students.  相似文献   

10.
This paper aims to examine why language teaching holds a prominent position within the Swedish school system. This statement applies to foreign languages as well as to home languages (or immigrant languages) and Swedish as a second language for immigrant children and adults. The Swedish educational system (comprising the social milieu and the school milieu) is here conceived as incorporating some specific constituent features that have led to the implementation of a generous language policy. This assumption turns out to be particularly obvious in the case of immigrant education. In fact, the analysis of the Swedish educational system illuminates different stakes at several levels - commercial/economic, social, political/ ideological, historical, linguistic, educational and cultural - for language teaching as a whole.  相似文献   

11.
Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of English language fluency as they enter the education system. In an effort to provide a greater understanding of this underachievement, the cognitive‐linguistic factors underlying literacy development in monolingual children and children learning EAL were examined in a three‐year longitudinal project. The project, conducted in schools in the north of England, followed the developmental progression of forty‐three children learning EAL and forty‐three monolingual children from school years Two to Four. Children were assessed on measures of reading accuracy, reading and listening comprehension, receptive and expressive vocabulary, and reception of grammar. Analysis revealed similarities between the two groups of children on reading accuracy, but children learning EAL had lower levels of vocabulary and comprehension at each point in time. Data are discussed in terms of the development of underlying language skills and the impact of these skills on both reading and listening comprehension. The implications of the findings for classroom practice are considered.  相似文献   

12.
The field of heritage language (HL) education is a rapidly growing area of educational linguistics research and pedagogy. While considerable research has looked at identity in relation to HL learning in adolescents and adults, this article focuses on the identities and language attitudes of young HL learners of Arabic and Somali at an elementary school in Sweden. Analyzed through an ecology of language framework, data reveal that students regard HL as a tool to foster belonging within their multilingual communities, and resist pressures to assimilate within the context of immigration. Findings also suggest that learners’ agency and language use influenced classroom pedagogies, and indicate the promise of a dynamic conception of HL education that affirms the creative use of language to support students’ linguistic and cognitive growth. This article fills a gap in theory and pedagogy, addressing the role of HL learning for the learner, the family, and the local and global community.  相似文献   

13.
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   

14.
This paper highlights the findings pertaining to the receptive and expressive language competencies of young children. The purpose of this paper is to evaluate the relative sensitivity of five different language measures as a means for assessing pre-schoolers' oral language proficiency. The results show few significant differences in language scores as a function of age, sex or SES. There was a complex pattern of intercorrelations among the language measures used. Results of a home environment questionnaire administered to parents revealed homogeneity in home environments for stimulating child learning and cognitive development across socioeconomic groups. The findings are discussed in relation to the utility of these measures in assessing pre-schoolers' linguistic competencies.  相似文献   

15.
It is well established that early general language during preschool is critical for children's mathematical abilities. In an attempt to further characterize this association between language and mathematics, an increasing number of studies show that one specific type of language, namely mathematical language or the key linguistic concepts that are required for performing mathematical activities, is even more critical to children's mathematical abilities. The purpose of this systematic review is to summarize the evidence on mathematical language and mathematical abilities. We focus on preschool children as nearly all of the existing work has been done at this age. We first explain how mathematical language has been defined across studies, and report how it has been evaluated in studies in preschool. Next, we present the results of our systematic review. Following the PRISMA guidelines and after a critical appraisal, we ended with a set of 18 papers that were all of sufficient methodological quality. In these studies, mathematical language was defined as terms that are about numbers and operations on numbers (e.g., nine), but also included linguistic terms that do not directly refer to numbers, yet are important to understand mathematical concepts (i.e., quantitative and spatial terms such as fewest and middle, respectively). Some of these studies evaluated children's performance on mathematical language tasks, while others evaluated the mathematical language input provided to the child by their (educational) environment (teachers/parents/interventionists). Mathematical language correlated positively with children's mathematical abilities, concurrently and longitudinally. It also directly affected children's mathematical abilities, as was shown by intervention studies. We discuss potential directions for future research and highlight implications for education, arguing for more support for teachers and parents to improve the use of mathematical language in the classroom and in home settings.  相似文献   

16.
李琳 《家教世界》2012,(12):90-92
学前儿童语言叙事能力的研究在西方各国的儿童语言研究中都占有一席之地,而且也都以前期的基础性研究而进入了实用研究的阶段,广泛应用在学前儿童教育,儿童语言障碍诊断和干预,以及学前师范教育等教育层面的各个环节。在我国目前的儿童语言研究中,实证性的调查研究还处在启蒙阶段,还未见历时的实时话语的语料和分析的结果;而且照搬国外的理论和做法是否适合汉语和东方文化的特点还有待考证。本文就是在国外和港台等研究的基础上针对内陆地区的普通话语境,以收集到的4-6岁的学前儿童叙事语料为研究基础,运用语篇分析理论对学前儿童的语言叙事能力发展的宏观结构做出观察,记录和分析,总结其发展轨迹,展示其发展特点,为儿童语言叙事能力的发展研究奠定基础。  相似文献   

17.
The development of partnerships between schools and school children of different religious and cultural backgrounds is currently being promoted at national level in an attempt to encourage social cohesion in ethnically and religiously diverse societies. This article reports on one such partnership, a programme of email communication between children from primary schools in Leicester and East Sussex. It uses concepts of presence and space to analyse the different linguistic and paralinguistic devices children employ to construct their identities as friends and as representatives of their communities, and to project these identities across a cultural divide. Evaluation of the children’s language choices identifies tensions and limitations as well as possibilities. The article makes use of Derrida’s deconstruction of hospitality as it questions a too ready adoption of the discourse of friendship for children’s intercultural encounter, and suggests that the development of a more sophisticated language of interest, politeness and respect provides them with a firmer foundation for positive and productive dialogue with religious difference.  相似文献   

18.
The ability of young children to manage their emotions and behaviours is an important prerequisite for social adjustment and school readiness. With an increase in early‐onset behavioural difficulties in children, understanding changes in child behaviour during the preschool years and the factors that influence it is a priority for policy and practice. Despite much evidence on the association between language and behavioural difficulties in children, few studies have examined longitudinally language and problem/prosocial behaviour in early years. Using a UK community‐based sample, Dimitra Hartas, from the University of Warwick, examines the association between language, gender and behavioural, social and emotional difficulties and prosocial behaviour during the toddler years and at school entry. The findings showed a moderate decline in behavioural and social difficulties during preschool, and stability in emotional difficulties. Moderate associations were found between vocabulary and problem behaviour but not prosocial behaviour, with literacy‐based language emerging as a substantive predictor of teacher‐rated behaviour. These findings have important implications for early years provision.  相似文献   

19.
This article presents original insights into the English learning experiences of Polish children and contributes a longitudinal perspective on teachers’ relationships with them. Data from interviews conducted in 2016 with primary school teachers, Polish children and their parents are compared with outcomes from an earlier study ending in 2009, in order to examine whether teachers’ practice for their Polish children has persisted or changed. Previously, findings suggested that teachers in England are constrained by a monolingually-oriented curriculum and that they identify Polish children as a ‘model minority’. In the current study, interviews with teachers, parents and children were used to develop and question these findings. Using Bourdieuian notions of linguistic field, habitus and capital, data analysis illuminates: the changing responses of teachers to migration; the ways in which teachers’ pedagogy has adapted for children who have English as an additional language; and the fluid nature of children’s linguistic identities.  相似文献   

20.
隐喻能力作为二语习得过程中对学习者更高的要求,是语言能力和交际能力的有益补充。文章采纳现代隐喻认知理论观点,从应用语言学的角度,结合隐喻与文化及隐喻与二语习得的关系,指出隐喻影响着我们的思维,是语言与文化联系最紧密的部分,二语教学要注意文化的导入,提高学生对隐喻的领悟能力。隐喻能力能够促进二语学习者的学习,用现代隐喻理论指导二语语言与文化习得是十分重要的,以达到用现代隐喻理论指导二语语言与文化习得的目的。  相似文献   

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