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1.
David B. Paxman 《College Teaching》2013,61(4):158-160
AbstractEnglish language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak and comprehend the language itself, would be a stressful and challenging task for almost anyone. In comparison with non-ELL students, ELL students tend to demonstrate lower levels of academic achievement. The current study examined ELL students' perceptions on teacher power and its' influences on self-perceptions of learner empowerment. Quantitative data was collected measuring perceptions of teacher power use and self-perceptions of learner empowerment. Qualitative data consisted of twenty in-depth interviews with ELL students illuminating their perceptions of teacher power and its relationship to their perceptions of learner empowerment. Differences were found by language in coercive, legitimate, and expert teacher power. Four themes emerged from interviews; what good teachers do, what bad teachers do, what teachers should know, and understanding ELL students. Implications for educators and future research are discussed. 相似文献
2.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
| Jacqueline T. McDonnoughEmail: |
3.
Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science and language literacy co-developed. The research question guiding this study was: In what ways did the yearlong PD science program support teachers at 10 elementary schools to become more knowledgeable about fostering science literacy and its role in co-developing language literacy (e.g. reading, writing, listening, and speaking) for ELL? The measurable and significant gains on the quantitative mandated state science and reading tests and the analysis of qualitative teaching episodes led to the conclusion that demonstrated the synergy between science learning and language learning – as one increased, so did the other. 相似文献
4.
Margie Campbell-Price 《Journal of Adventure Education & Outdoor Learning》2018,18(3):189-200
School websites are one way in which school leaders inform the public about their school’s vision, values, achievements and the learning opportunities on offer in a way that highlights its distinctiveness in the most positive light. If outdoor education is perceived as a valued learning context and/or helps to differentiate one school from another, it is likely that it would be reflected on a school’s website. An interpretive thematic analysis of the websites of 20% of the secondary schools in New Zealand suggested that outdoor education has a presence in schools, although the magnitude of this presence depended on the priorities school leaders wished to promote. The positive outcomes and opportunities afforded by outdoor education were portrayed to emphasize a school’s appeal. However, policy and design constraints of websites restricted teachers’ input into their content, making it somewhat challenging to gauge the relationship between the presence of outdoor education on a school website and the quality of its pedagogical practice. 相似文献
5.
Ummuhan Yesil-Dagli 《Early childhood research quarterly》2011,26(1):15
The precursors of early English reading success have been widely studied for native English-speaking students, and those findings have been generalized to the English language learner (ELL) student population. However, the development of English language acquisition may be different for ELL students. The purpose of this study was to investigate the predictive role of English letter naming fluency, initial sound fluency, and vocabulary skills at the time of kindergarten entry for first grade English oral reading fluency and to examine the variability in language and literacy skills of ELL students by their demographic characteristics. The data for this study came from the Progress Monitoring and Reporting Network (PMRN), and were collected from Florida's Reading First schools. Letter Naming Fluency, Initial Sound Fluency, and Oral Reading Fluency components of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Peabody Picture Vocabulary Test were used as measures. Hierarchical Linear Modeling was used to analyze the curvilinear growth of ELL students’ first grade oral reading fluency. The results of this study revealed that kindergarten English letter naming fluency was the best predictor and vocabulary skills were the second best predictor of oral reading fluency in the first grade, followed by initial sound fluency. On average, male ELL students compared to female ELL students, ELL students eligible for free or reduced price lunch eligibility (FRPL) compared to those not eligible for FRPL, and Hispanic ELL students compared to White ELL students read fewer words at the beginning of the first grade and showed a slower growth rate. English oral reading fluency scores of Asian ELL students were the highest. 相似文献
6.
刘媛 《湖北广播电视大学学报》2009,29(11):134-135
BBC英语学习网站是一个互动性的网站,是为提高英语学习爱好者自身的英语技能而设立的英语网站。它为学习者提供了广阔的信息交流网络平台和多样的英语学习资源。学习者可在网站上参与多种英语活动,从而提高他们学英语的积极性和英语各方面的技能。本文通过对BBC英语学习网站的评价与分析,旨在让英语学习爱好者了解网站的特色,从而更好地利用该网站的资源,从中受益。 相似文献
7.
W. Steven Barnett Donald J. YaroszJessica Thomas Kwanghee JungDulce Blanco 《Early childhood research quarterly》2007
An experimental study was conducted comparing the effects of dual language, or two-way immersion (TWI) and monolingual English immersion (EI) preschool education programs on children's learning. Three-and four-year old children were randomly assigned by lottery to either a newly established TWI Spanish/English program or a monolingual English program in the same district. Children in the study were from both Spanish and English home language backgrounds. All classrooms in the study used the High/Scope curriculum, and all met high standards for teacher qualifications, ratio, and class size. The TWI program alternated between English and Spanish weekly by rotating children between two classrooms (and teachers) each week. Programs were compared on measures of children's growth in language, emergent literacy, and mathematics. Children in both types of classrooms experienced substantial gains in language, literacy, and mathematics. No significant differences between treatment groups were found on English language measures. Among the native Spanish speakers, the TWI program produced large gains in Spanish vocabulary compared to the EI program. Both TWI and EI approaches boosted the learning and development of children including ELL students, as judged by standard score gains. TWI also improved the Spanish language development of English language learners (ELL) and native English speaking children without losses in English language learning. 相似文献
8.
Gender difference is one of the important factors which affect language learning. This paper reviews the current researches on gender differences in language learning in an EFL context, especially gender differences in affective aspect, language learning strategy use, and other aspects. Finally, it will talk about the pedagogical implications for English teaching, aiming to help the teachers to improve their English teaching in an EFL context. 相似文献
9.
本研究采用定量分析的方法,对江西省某职业技术学院132名高职学生的英语学习动机、观念、策略的情况进行了问卷调查。本调查目的是了解高职学生的英语学习动机、观念和策略的总体状况;动机、观念和策略三者之间的相关影响。研究结果表明：高职学生通常持有或信任英语学习观念,一般具备学习动机和使用学习策略;动机、观念和策略各内部之间分别显著相关。 相似文献
10.
Sarah N. Harper Janette Pelletier 《International Journal of Early Years Education》2010,18(2):123-141
This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning. 相似文献
11.
教育绩效的高低已经成为衡量一个学习网站建设质量的重要指标,而如何提高大学英语学习网站的教育绩效,充分发挥其应有的教育功能,是当前英语网站建设过程中一个非常值得研究的课题。从网站设计的角度就这一问题提出了具体的思路和方法。 相似文献
12.
Guillermo Solano-Flores 《教育实用测度》2014,27(4):236-247
This article addresses validity and fairness in the testing of English language learners (ELLs)—students in the United States who are developing English as a second language. It discusses limitations of current approaches to examining the linguistic features of items and their effect on the performance of ELL students. The article submits that these limitations stem from the fact that current ELL testing practices are not effective in addressing three basic notions on the nature of language and the linguistic features of test items: (a) language is a probabilistic phenomenon, (b) the linguistic features of test items are multidimensional and interconnected, and (c) each test item has a unique set of linguistic affordances and constraints. Along with the limitations of current testing practices, for each notion, the article discusses evidence of the effectiveness of several probabilistic approaches to examining the linguistic features of test items in ELL testing. 相似文献
13.
《Educational Assessment》2013,18(3):213-255
State assessment policies define the context for local school districts to identify language minority students who need language-based instructional services and to follow the performance of these students in school. This survey of state education agencies (SEAs) in the eastern half of the United States addressed two questions: What assessment policies are states using to identify and reclassify English language learning (ELL) students from special language programs, and what assessment policies are states using to determine the participation of ELL students in statewide testing programs? Results indicated that fewer than one third of the SEAs required assessment for identification or placement of ELL students through state law or policy, leaving most of the states without procedures that would prevent mislabeling and inaccurate student counts. Almost half the states required a minimum score on a statewide test for students to be eligible for a high school diploma, yet less than one fifth of these had some kind of alternative plan for students not obtaining the minimum score. Recommendations offered to states for designing accurate and equitable assessment practices for language minority students are (a) use uniform requirements for identification and reclassification, (b) monitor district-level assessment practices, (c) select ELL students for inclusion in statewide testing based on English language proficiency, (d) use statewide testing programs to monitor the progress of former ELL students, (e) use multiple assessment procedures in statewide testing, and (f) provide alternative procedures for ELL students to meet stare test requirements for high school graduation. 相似文献
14.
For years,learning English has always been a popular trend in China.However,for most of students,the main purpose of learning this language is not to improve their English proficiency but to obtain the related English proficiency certificates,which will contribute to their graduation or competition.Under such instrumental motivation,students may succeed in shortterm competition but fail in long-term development,especially when studying abroad or working in a foreign company.In order to help Chinese students improve their English proficiency effectively;this article will introduce several strategies that could be considered and implemented in English classes in China. 相似文献
15.
方菊华 《楚雄师范学院学报》2008,23(5):84-89
以成人大学生的英语学习为个案,我们发现成人期输入的学习策略在他们的语言学习中作用不凸现,而成人学习者潜在的个人因素--学习风格,才是促进自发的语言学习的关键要素.因此,建议通过观察、访谈,调查了解学习者的不同学习风格,提供能与学习者的认知风格相匹配的教学设计和课堂环境,继而再进行相应的学习策略指导,这样才能充分发挥其风格倾向优势,使不同类型学习者的个人因素都能得到有益的彰显. 相似文献
16.
虚拟团队具有跨时空、跨组织边界、数字化、基于共同目标、平等互动等特征。构建基于目标的网上英语学习虚拟网队，并通过虚拟团队开展基于网络通讯技术、多角色参与的英语交际活动．有利于营造动态交互的语言学习环境．有利于真实性语言输入和输出，将成为英语学习者二语习得的重要组织形式。 相似文献
17.
在中国既有英语热又同时存在着学习汉语的热潮,围绕这些现象的一个核心是第二语言学习及其影响因素问题。研究者从跨语言迁移的角度出发,考察不同语言系统间的差异性以及一致性特征,并在此基础之上探讨母语经验以及相关语言因素如何影响学习者第二语言的学习与发展,取得不少有价值的研究成果。 相似文献
18.
James Badger 《Education 3-13》2016,44(6):617-631
This study investigated the instructional practices of three teacher leaders employed in a diverse, elementary school in the USA. Through extended observations, it was found that learning centres occupied a central role in the organisation and learning in each of the classrooms. Bernstein's theory of classification and framing was used to analyse the patterns of classroom interactions and identify the skills and values from learning centres. This research critically examined the role centres play in developing academic and social skills in learners, including those learners from lower socio-economic backgrounds and English language learners (ELL). Learning centres were constructed on an expectation that learners made self-initiated decisions, collaborated with peers, and contributed to the development of students' academic, linguistic, and social skills in students of colour, students from lower socio-economic class backgrounds, and ELL. 相似文献
19.
外语学习焦虑对外语学习有着负面影响,可以作为外语学习成功与否的个体差异因素之一。本文主要阐述了外语学习焦虑的研究,提出了在课堂中降低焦虑、优化教学的教学建议。 相似文献
20.
叶拉美 《杨凌职业技术学院学报》2004,3(1):62-66
不论是传统的还是新的英语教学思想，都把语言知识。如语音、语法、词汇及听、说、读、写四会技巧的培养作为学习目标。牛津大学出版社于1998年出版的New Headway English Course系列教材对语言的展现。语言知识的学习，四会技巧的培养，课堂活动的组织都有精妙之处，不仅克服了传统教材之不足，而且仍然充分体现着传统的和互动式教学法互补的教材编写思想，其深刻的教学法思想可归纳为以下几点：1、语法学习走出枯燥，成为归纳与演绎并举的发现过程。学生受到激发后，自己归纳出语言规则，而且能在有趣的语言上下文中能充分理解语言规则。2、在爽心悦目的课堂活动中，轻松的语言输入过程在不知不觉中带来了学习者的语言输出。在学生各自英语知识的范围内，技能得到了充分训练。3、语言学习活动多样化，各项技能训练既相互独立，又互相配合，习得过程与学习收获相辅相成。4、教材内容更新快。5、新的学习项目系统化的循环往复保证了学习的有效性。这套教材的编写者已然看到了课堂教学活动中会发生什么，看到学生所需要的是什么，并在每项活动中扮演什么角色，着眼于如何使学习环节自然，流畅，互为依托，以及教师该如何引导学生有效地学习。这套教材对国内教材编写很有启发。如能借鉴这套教材编写新的学习材料，将更大的促进国内的英语教学。 相似文献