English language learning and teaching involves more factors than cognitive functioning or phonetic development. Cultural influence of both the native and target cultures impact learning styles. for more info https://voiceskills.org/
This document discusses the importance of bilingualism and home language use for students. It addresses sociocultural aspects like students feeling more comfortable using their home language over English. It also discusses cultural impacts such as students not seeing value in learning English if it's not used at home, and strategies for cultivating partnerships between home and school like asking students to bring in items from their home language. The role of school leadership is emphasized in ensuring students are proud of their home language and prompted to use both English and their native language.
Zimmerman, katelyn literature review for english language learners nfmij v11 ...William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
This document discusses several topics related to bilingualism and home language use including:
- The cognitive benefits of bilingualism for children and connecting them to family heritage.
- The importance of culture and language in the classroom experience for bilingual students.
- Strategies for schools to cultivate positive partnerships with homes of English language learning students, including making schools family-friendly, hosting family events, and encouraging parent involvement and feedback.
- The role of leadership in supporting bilingual students and their families.
The document discusses factors related to including multilingual students in school. It covers collecting student background information, creating an inclusive culture and curriculum, providing resources in multiple languages, using differentiated instruction, supporting English acquisition, addressing racism and bullying, encouraging home language communities, and tracking student progress and interventions. Success is defined as students making academic progress, closing achievement gaps, having full curriculum access, and improving language acquisition, self-help, and social skills. Progress is also judged based on first language skills, non-verbal abilities, and skills shown in other contexts.
These Slides explain about journal that entitled "Addressing Culture in EFL Classrooms: The Challenge of Shifting from a Traditional to an Intercultural Stance"
(Si Thang Kiet Ho--Victoria University of Wellington, New Zealand)
It is created by Group 11
CCU-A Class-2017
English Education Department
Yogyakarta State University
This document discusses factors that affect language learning strategies. It examines motivation, gender, socioeconomic status, ethnicity and culture, and belief and religion. Motivation is found to be the main factor influencing language learning strategies. Gender differences do not significantly impact strategies, but socioeconomic factors like parents' education and income do influence a student's ability and strategy use. Culture and education experiences can impact learning styles and strategies. Belief and religion are also found to create a domain that can develop attitudes supporting language learning.
The document discusses several factors that can affect language learning strategies:
- Gender - Studies have found that females tend to use more language learning strategies than males, especially in areas like general strategies, authentic language use, and self-management.
- Age - Older language learners over 30 tend to use metacognitive self-management strategies more than younger learners.
- Motivation - Learners who are highly motivated tend to use a wider variety of language learning strategies, while those focusing only on grades use more rule-based strategies.
- Cultural background - Learners from different cultures tend to prefer certain types of strategies that are compatible with their learning styles and past experiences.
- Socioeconomic status
The document discusses strategies for cultivating partnerships between home and school for bilingual students. It recommends maintaining open communication through newsletters, translators, and family nights. Evaluating partnerships through parent-teacher conferences and surveys can provide feedback on effective communication and support needs. School leadership should encourage parent involvement, support diverse learners, and oversee ongoing evaluations of partnership programs.
This document discusses the importance of bilingualism and home language use for students. It addresses sociocultural aspects like students feeling more comfortable using their home language over English. It also discusses cultural impacts such as students not seeing value in learning English if it's not used at home, and strategies for cultivating partnerships between home and school like asking students to bring in items from their home language. The role of school leadership is emphasized in ensuring students are proud of their home language and prompted to use both English and their native language.
Zimmerman, katelyn literature review for english language learners nfmij v11 ...William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
This document discusses several topics related to bilingualism and home language use including:
- The cognitive benefits of bilingualism for children and connecting them to family heritage.
- The importance of culture and language in the classroom experience for bilingual students.
- Strategies for schools to cultivate positive partnerships with homes of English language learning students, including making schools family-friendly, hosting family events, and encouraging parent involvement and feedback.
- The role of leadership in supporting bilingual students and their families.
The document discusses factors related to including multilingual students in school. It covers collecting student background information, creating an inclusive culture and curriculum, providing resources in multiple languages, using differentiated instruction, supporting English acquisition, addressing racism and bullying, encouraging home language communities, and tracking student progress and interventions. Success is defined as students making academic progress, closing achievement gaps, having full curriculum access, and improving language acquisition, self-help, and social skills. Progress is also judged based on first language skills, non-verbal abilities, and skills shown in other contexts.
These Slides explain about journal that entitled "Addressing Culture in EFL Classrooms: The Challenge of Shifting from a Traditional to an Intercultural Stance"
(Si Thang Kiet Ho--Victoria University of Wellington, New Zealand)
It is created by Group 11
CCU-A Class-2017
English Education Department
Yogyakarta State University
This document discusses factors that affect language learning strategies. It examines motivation, gender, socioeconomic status, ethnicity and culture, and belief and religion. Motivation is found to be the main factor influencing language learning strategies. Gender differences do not significantly impact strategies, but socioeconomic factors like parents' education and income do influence a student's ability and strategy use. Culture and education experiences can impact learning styles and strategies. Belief and religion are also found to create a domain that can develop attitudes supporting language learning.
The document discusses several factors that can affect language learning strategies:
- Gender - Studies have found that females tend to use more language learning strategies than males, especially in areas like general strategies, authentic language use, and self-management.
- Age - Older language learners over 30 tend to use metacognitive self-management strategies more than younger learners.
- Motivation - Learners who are highly motivated tend to use a wider variety of language learning strategies, while those focusing only on grades use more rule-based strategies.
- Cultural background - Learners from different cultures tend to prefer certain types of strategies that are compatible with their learning styles and past experiences.
- Socioeconomic status
The document discusses strategies for cultivating partnerships between home and school for bilingual students. It recommends maintaining open communication through newsletters, translators, and family nights. Evaluating partnerships through parent-teacher conferences and surveys can provide feedback on effective communication and support needs. School leadership should encourage parent involvement, support diverse learners, and oversee ongoing evaluations of partnership programs.
The document discusses English Language Learners (ELLs) and their experiences in the classroom. It notes that ELLs come from diverse cultural, linguistic, and socioeconomic backgrounds. ELLs bring influences from their cultures to the classroom, including aspects of race, religion, and ethnicity from their families and neighborhoods. The document advocates for greater parent and educator involvement to help ELLs succeed, suggesting evaluating strategies and programs to create positive connections between ELLs, instructors, and parents.
Adolescents Or Lower And Upper Secondary Level Learnersmaydi8
Adolescents tend to be less ideal language learners than children as they are afraid of making mistakes and prefer safe learning. It is important for teachers to recognize adolescents' liking for rules and security in order to understand the most suitable teaching approaches. Teachers can categorize previously learned language patterns and discuss differences between the native language and English. Motivating practices include using topics from other school subjects and examining language varieties and levels of formality. Recognizing real-world applications of English, such as for work, university, music, advertising and computers, can also engage adolescent learners.
This document discusses long-term English learners (LTELs), who are students enrolled in US schools for over 6 years but still require language services and are struggling academically. It notes that a large percentage of English learners in several states are LTELs. LTELs often have limited literacy in both English and their native language due to inconsistent schooling. The document recommends programming and instruction focused on oral language development, academic vocabulary, and engagement to better support these students.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
Benefits of culturally and linguistically diverse classroomsaekoehn
This document discusses the benefits of culturally and linguistically diverse classrooms. It provides background information on a student named Sebastian, who is an English language learner from a Spanish-speaking migrant family. It outlines Sebastian's academic challenges and cultural funds of knowledge. The document also discusses literacy expectations of the Common Core State Standards for English language learners and recommends instructional strategies teachers can use to help English learners meet those expectations.
Stressing the importance of the native languagejhoannareyes
The document discusses the importance of families supporting their children's native language use and development. It argues that speaking the native language at home helps children's academic development and ability to learn additional languages like English. The document also suggests that bilingual educators can work with families to provide information about the benefits of bilingualism and advocate for bilingual programs.
Javad Ghasemi gave a lecture on bilingualism and multilingualism. He discussed how historically nations were viewed as monolingual and the emergence of the idea that a normal nation only speaks one language. He explained that bilingualism and multilingualism can refer to an individual's proficiency in languages or the number of languages involved in a society. Ghasemi also described different types of bilingual education programs that have been established to serve certain social groups, not entire societies. He discussed the concepts of additive and subtractive bilingualism introduced by Jim Cummins, noting that bilingualism is viewed as enriching for privileged groups but potentially risky for less privileged groups.
This document discusses the sociocultural aspects and challenges of bilingual students in the classroom, including feelings of not fitting in, culture shock, and discrimination. It also addresses how bilingualism and maintaining the home language can impact cultural identity and academic performance. The document provides strategies for schools to form effective partnerships with bilingual families, such as tailoring communication to their cultural traditions, involving parents in school activities, and ensuring leadership makes an effort to engage parents and provide information in their native language.
Differences in learners based on socio-cultural contexts:
Impact of home language of learners’ and language of instruction, the impact of differential ‘cultural capital’ of learners
The document discusses the history and ongoing debate around bilingual education in the United States. It provides background on laws like the Bilingual Education Act of 1968 and studies that have compared student outcomes in bilingual programs versus English-only approaches. The research and conclusions presented in the studies reviewed in the document come to differing determinations on the effectiveness of bilingual education, with some finding positive impacts and others finding lower academic performance compared to English-immersion.
This document discusses cultural and linguistic diversity in education. It begins by defining culture and explaining cultural pluralism in America with many cultural subgroups. The growing population includes increased immigration and birth rates, placing demands on the educational system. Students from culturally diverse backgrounds do not complete school at the same rates as the cultural majority. The document then discusses challenges faced by culturally diverse students like poverty, migrancy, lack of parent involvement, and linguistic diversity that can impact assessments. It provides examples of potential cultural bias in assessments and recommends creating culture-responsive tests and valid assessment tools.
The document summarizes a study on the Papahana Kaiapuni indigenous language heritage program in Hawaii. The study investigated how participation in the program influenced Hawaiian students and their families. Key findings included: 1) Students benefited academically and culturally from learning Hawaiian; 2) Students' new knowledge spread to their families and communities; 3) Some families and communities initially opposed the program but became more supportive as it achieved success in revitalizing Hawaiian language and culture.
The document discusses linguistic diversity in America and debates around bilingual education. It summarizes the perspective of those who believe English should be the sole language of America and critiques this viewpoint. It also provides perspectives from research supporting bilingual education programs. The document reflects on the author's own biases towards non-English speakers and how their views have changed after learning more about issues like linguistic diversity in schools.
This document discusses the importance of bilingualism, home language use, and cultivating partnerships between home and school for English language learning (ELL) students. It notes some of the sociocultural factors that impact ELL students and the identity confusion that can result from speaking one language at home and another at school. The document provides strategies for schools to partner with parents, such as using translators, hosting family events, and keeping parents informed. It also discusses the role of school leadership in establishing relationships and providing resources to support ELL families.
The Use of Media Literacy Instructional Strategies for Promoting Intercultura...Renee Hobbs
A six-week pilot project explored using media literacy pedagogy to promote intercultural communication between middle school students in the United States and Turkey. Students from Saint Mark's School in California and Gokkusagi Middle School in Turkey analyzed TV shows about high school and discussed current events. While American students lacked knowledge about Turkish culture, Turkish students knew more about American popular culture. Discussing politics in Turkey made Turkish students uncomfortable. The project found that media literacy activities online can help mitigate asymmetrical cultural knowledge between the countries' adolescents.
In the midst of learning and acquiring English as a second language, Fiji-Hindi speakers are already losing their first language, nearing language death.
CI_350 21st Century Education PowerPoint PresentationStephanieLynn2015
This document discusses the importance of language education in the 21st century. It notes that linguistic diversity is growing globally but language offerings in schools are limited. Technology can help address this by allowing students to interact and learn about other cultures through social media, videos, blogs, and communication apps. Specifically, the document proposes that classes create Facebook pages to share cultural information and connect with classes in other parts of the world to compare differences.
This document discusses challenges facing English as a second language (ESL) students in U.S. public schools. It summarizes research showing that structured English immersion (SEI) programs, while popular, are ineffective long-term and can be damaging. ESL teachers often struggle with cultural biases when students' behaviors are interpreted through a Western lens. Additionally, policies like No Child Left Behind prioritize English proficiency over bilingual education, lack consistency, and do not adequately involve ESL communities. Anthropological approaches that consider students' cultural identities could help create more culturally sensitive and effective ESL programs.
The document summarizes a case study on cultural barriers in English language teaching in Jordan. It found that certain classroom cultural activities can negatively impact learning, such as issues around gender interaction, differences between students' Arab culture and professors' Western culture, and taboo topics. The study concluded that imported English teaching theories may not work in other cultures and that more research is needed on teaching English in culturally appropriate ways.
The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
Motivation, first language experiences, age of acquisition, access to the language, personality and learning styles, peers and role models, and quality of instruction are the main factors that influence second language acquisition according to the document. Both integrative and instrumental motivation contribute to successful development of English proficiency. While first language can impact learning English, maintaining one's native language is important. Generally, those who learn English before puberty attain a native-like accent. Individual differences in learning styles and connections with peers and role models also impact second language acquisition. Teachers should foster meaningful interaction and collaboration to support English language development.
The document discusses English Language Learners (ELLs) and their experiences in the classroom. It notes that ELLs come from diverse cultural, linguistic, and socioeconomic backgrounds. ELLs bring influences from their cultures to the classroom, including aspects of race, religion, and ethnicity from their families and neighborhoods. The document advocates for greater parent and educator involvement to help ELLs succeed, suggesting evaluating strategies and programs to create positive connections between ELLs, instructors, and parents.
Adolescents Or Lower And Upper Secondary Level Learnersmaydi8
Adolescents tend to be less ideal language learners than children as they are afraid of making mistakes and prefer safe learning. It is important for teachers to recognize adolescents' liking for rules and security in order to understand the most suitable teaching approaches. Teachers can categorize previously learned language patterns and discuss differences between the native language and English. Motivating practices include using topics from other school subjects and examining language varieties and levels of formality. Recognizing real-world applications of English, such as for work, university, music, advertising and computers, can also engage adolescent learners.
This document discusses long-term English learners (LTELs), who are students enrolled in US schools for over 6 years but still require language services and are struggling academically. It notes that a large percentage of English learners in several states are LTELs. LTELs often have limited literacy in both English and their native language due to inconsistent schooling. The document recommends programming and instruction focused on oral language development, academic vocabulary, and engagement to better support these students.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
Benefits of culturally and linguistically diverse classroomsaekoehn
This document discusses the benefits of culturally and linguistically diverse classrooms. It provides background information on a student named Sebastian, who is an English language learner from a Spanish-speaking migrant family. It outlines Sebastian's academic challenges and cultural funds of knowledge. The document also discusses literacy expectations of the Common Core State Standards for English language learners and recommends instructional strategies teachers can use to help English learners meet those expectations.
Stressing the importance of the native languagejhoannareyes
The document discusses the importance of families supporting their children's native language use and development. It argues that speaking the native language at home helps children's academic development and ability to learn additional languages like English. The document also suggests that bilingual educators can work with families to provide information about the benefits of bilingualism and advocate for bilingual programs.
Javad Ghasemi gave a lecture on bilingualism and multilingualism. He discussed how historically nations were viewed as monolingual and the emergence of the idea that a normal nation only speaks one language. He explained that bilingualism and multilingualism can refer to an individual's proficiency in languages or the number of languages involved in a society. Ghasemi also described different types of bilingual education programs that have been established to serve certain social groups, not entire societies. He discussed the concepts of additive and subtractive bilingualism introduced by Jim Cummins, noting that bilingualism is viewed as enriching for privileged groups but potentially risky for less privileged groups.
This document discusses the sociocultural aspects and challenges of bilingual students in the classroom, including feelings of not fitting in, culture shock, and discrimination. It also addresses how bilingualism and maintaining the home language can impact cultural identity and academic performance. The document provides strategies for schools to form effective partnerships with bilingual families, such as tailoring communication to their cultural traditions, involving parents in school activities, and ensuring leadership makes an effort to engage parents and provide information in their native language.
Differences in learners based on socio-cultural contexts:
Impact of home language of learners’ and language of instruction, the impact of differential ‘cultural capital’ of learners
The document discusses the history and ongoing debate around bilingual education in the United States. It provides background on laws like the Bilingual Education Act of 1968 and studies that have compared student outcomes in bilingual programs versus English-only approaches. The research and conclusions presented in the studies reviewed in the document come to differing determinations on the effectiveness of bilingual education, with some finding positive impacts and others finding lower academic performance compared to English-immersion.
This document discusses cultural and linguistic diversity in education. It begins by defining culture and explaining cultural pluralism in America with many cultural subgroups. The growing population includes increased immigration and birth rates, placing demands on the educational system. Students from culturally diverse backgrounds do not complete school at the same rates as the cultural majority. The document then discusses challenges faced by culturally diverse students like poverty, migrancy, lack of parent involvement, and linguistic diversity that can impact assessments. It provides examples of potential cultural bias in assessments and recommends creating culture-responsive tests and valid assessment tools.
The document summarizes a study on the Papahana Kaiapuni indigenous language heritage program in Hawaii. The study investigated how participation in the program influenced Hawaiian students and their families. Key findings included: 1) Students benefited academically and culturally from learning Hawaiian; 2) Students' new knowledge spread to their families and communities; 3) Some families and communities initially opposed the program but became more supportive as it achieved success in revitalizing Hawaiian language and culture.
The document discusses linguistic diversity in America and debates around bilingual education. It summarizes the perspective of those who believe English should be the sole language of America and critiques this viewpoint. It also provides perspectives from research supporting bilingual education programs. The document reflects on the author's own biases towards non-English speakers and how their views have changed after learning more about issues like linguistic diversity in schools.
This document discusses the importance of bilingualism, home language use, and cultivating partnerships between home and school for English language learning (ELL) students. It notes some of the sociocultural factors that impact ELL students and the identity confusion that can result from speaking one language at home and another at school. The document provides strategies for schools to partner with parents, such as using translators, hosting family events, and keeping parents informed. It also discusses the role of school leadership in establishing relationships and providing resources to support ELL families.
The Use of Media Literacy Instructional Strategies for Promoting Intercultura...Renee Hobbs
A six-week pilot project explored using media literacy pedagogy to promote intercultural communication between middle school students in the United States and Turkey. Students from Saint Mark's School in California and Gokkusagi Middle School in Turkey analyzed TV shows about high school and discussed current events. While American students lacked knowledge about Turkish culture, Turkish students knew more about American popular culture. Discussing politics in Turkey made Turkish students uncomfortable. The project found that media literacy activities online can help mitigate asymmetrical cultural knowledge between the countries' adolescents.
In the midst of learning and acquiring English as a second language, Fiji-Hindi speakers are already losing their first language, nearing language death.
CI_350 21st Century Education PowerPoint PresentationStephanieLynn2015
This document discusses the importance of language education in the 21st century. It notes that linguistic diversity is growing globally but language offerings in schools are limited. Technology can help address this by allowing students to interact and learn about other cultures through social media, videos, blogs, and communication apps. Specifically, the document proposes that classes create Facebook pages to share cultural information and connect with classes in other parts of the world to compare differences.
This document discusses challenges facing English as a second language (ESL) students in U.S. public schools. It summarizes research showing that structured English immersion (SEI) programs, while popular, are ineffective long-term and can be damaging. ESL teachers often struggle with cultural biases when students' behaviors are interpreted through a Western lens. Additionally, policies like No Child Left Behind prioritize English proficiency over bilingual education, lack consistency, and do not adequately involve ESL communities. Anthropological approaches that consider students' cultural identities could help create more culturally sensitive and effective ESL programs.
The document summarizes a case study on cultural barriers in English language teaching in Jordan. It found that certain classroom cultural activities can negatively impact learning, such as issues around gender interaction, differences between students' Arab culture and professors' Western culture, and taboo topics. The study concluded that imported English teaching theories may not work in other cultures and that more research is needed on teaching English in culturally appropriate ways.
The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
Motivation, first language experiences, age of acquisition, access to the language, personality and learning styles, peers and role models, and quality of instruction are the main factors that influence second language acquisition according to the document. Both integrative and instrumental motivation contribute to successful development of English proficiency. While first language can impact learning English, maintaining one's native language is important. Generally, those who learn English before puberty attain a native-like accent. Individual differences in learning styles and connections with peers and role models also impact second language acquisition. Teachers should foster meaningful interaction and collaboration to support English language development.
The document discusses English as a global language of power and its relationship to minority language students learning English as a second language in New Zealand schools. It notes that English has become the dominant international language due to the historical power and influence of countries like the United States and United Kingdom. For ESL students in New Zealand, learning English is important to fully participate in the predominantly English-speaking society and have equal opportunities. Teachers have an important role in supporting ESL students and helping them develop English proficiency while acknowledging their diverse cultural backgrounds.
This document discusses the background and problem statement of a study on language anxiety in Iraqi secondary students learning English. It provides context on Iraq's educational system historically focusing on grammar translation and now using Communicative Language Teaching (CLT). However, students remain anxious and unable to communicate in CLT classrooms due to factors like lack of language skills from the previous approach. The problem statement indicates students avoid speaking out of anxiety of making mistakes and lack confidence in their language abilities. The study aims to explore how educational and psychological factors like the previous teaching method and anxiety affect student communication and learning in CLT classrooms.
Advantages Of Not Knowing Your Students Language A Case Study Of A Multilin...Lisa Brewer
This document summarizes a case study on the advantages and challenges of teaching English to a multilingual group of students where the teacher does not share a common language with the students. The study examined a group of 8 students from Turkey, Russia, and Georgia studying English at a university in Georgia. Key findings included:
1) Teachers found it difficult to explain new vocabulary and grammar points without being able to use students' native languages. They had to rely more on visual aids, simplifying language, and reducing explicit grammar instruction.
2) Students had lower English proficiency and self-confidence than other Georgian students. They also relied heavily on mobile dictionaries during class.
3) While challenging, not being able to
The document discusses the role of English teachers in addressing prejudice related to language varieties in the classroom. It notes that while all language varieties are equal linguistically, some are associated with status and power in society. Teachers can help reduce prejudice by increasing their own knowledge about sociolinguistics and helping students understand that differences between dialects, like those in Boston vs Atlanta, are due to regional norms not correctness. The attitudes of teachers, students, and educational authorities towards dialects can influence prejudice and the value given to dialects in education.
English as a Second Language (ESL) refers to the use and teaching of English to non-native speakers in English-speaking environments or countries where English has an established role. ESL instruction is designed for those whose primary language is not English. ESL students face challenges with standardized testing used for class placement, higher dropout rates than native speakers, barriers to higher education due to credit and financial requirements, difficulties interacting with native English speakers, and limited participation in extracurricular activities. However, ESL programs also provide social benefits like peer networks, cultural expression, and multicultural friendships that help with adjustment.
Correlation of academic excellence and cognitive academic language proficienc...Alexander Decker
This document discusses the relationship between academic language proficiency and academic performance at the university level. It begins by defining academic language proficiency as the linguistic knowledge and skills needed to complete academic tasks. It then discusses how basic interpersonal communication skills differ from cognitive academic language proficiency, with the latter being more cognitively demanding. Finally, it hypothesizes that higher levels of English language proficiency are required for Ethiopian university students to succeed academically.
This document outlines an English curriculum for classes 1-8 in India. It argues that English should be accessible to all Indian children to prevent discrimination. It emphasizes using English in meaningful, multilingual contexts to develop basic communication skills. The curriculum focuses on creating environments where children can actively use English to understand communicative practices, rather than isolating grammar lessons. It aims to develop students' proficiency in listening, speaking, reading and writing in English by class 12.
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
Presentation bilingualism and home language for ell studentslharris6995
English language learners (ELLs) make up a large and growing portion of students in U.S. schools. ELL students come from diverse backgrounds, with varying degrees of exposure to and education in their native language versus English. The document advocates for supporting students' home languages in the classroom by learning about their native languages and cultural backgrounds. It also emphasizes the importance of cultivating partnerships between home and school to support ELL students' academic success.
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar rules and analytic using immersion. For reading instruction, it examines whole-word, phonics, and whole-language methods. It also covers topics like bilingual education, sign language literacy, and teaching students who speak non-standard dialects. Overall, it suggests an eclectic approach that combines strengths of different methods is often most effective.
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar and analytic using relevant topics. For reading instruction, whole-word, phonics, and whole-language approaches are compared. The document also covers challenges in teaching literacy to deaf students and the benefits of bilingual education versus English-only models.
Position paper on language and literacy developmentRe Martins
This document provides recommendations for effective early literacy programs for young English language learners ages 3-8. It recommends that programs support students' native language development, recognize that English proficiency takes time, and use culturally and developmentally appropriate instruction and assessment. Effective programs incorporate students' background knowledge, use a balanced approach to literacy and content, and ensure teachers receive training to meet the needs of linguistically diverse learners. The goal is to build on students' foundation in their first language to support their acquisition of English literacy and academic success.
This study examined language attitudes of Turkish students towards English. A questionnaire was administered to 190 Turkish 8th grade students measuring their attitudes on 5-point scales. Results found students have mildly positive attitudes towards English, seeing it as important but not very interesting. Females had more positive attitudes than males. Students exposed to English earlier (ages 0-6) also had more positive attitudes. Students recognized English's importance but were less willing to actively learn it. They welcomed English culture but were ambivalent about using the language in Turkey. The findings partially supported the relationship between positive language attitudes and orientation to learning English.
This document summarizes a study that explored the experiences of non-English majors teaching English to learners from various cultural minority groups in the Philippines. The study used phenomenological inquiry to interview 19 teachers. It found that the teachers faced challenges from their lack of English expertise and from teaching diverse students with different needs. However, the teachers were driven to develop new materials and strategies to engage students. The study concluded that providing ongoing support through training and resources could help strengthen teachers' skills and benefit student learning.
Bilingual Education Challenges and Possibilitieslascuola
The document discusses challenges and possibilities in bilingual education. It summarizes key findings from research that show bilingual programs can produce better academic outcomes than immersion programs and that developing literacy in two languages provides cognitive and linguistic advantages. The document also discusses the importance of bringing languages into contact to promote transfer of skills across languages and empowering students' identity development through engaging uses of both languages.
Similar to Cultural Impact in English Language Learning - Voiceskills (20)
Writing is a craft. Skilled writers incorporate stylistic techniques into their writing for rhetorical effect. In other words, stylistic techniques enhance a piece of writing’s aesthetic, emotional or intellectual appeal.
Conclusions are among the hardest parts of an essay to write well. You need to round off your essay effectively. For more info https://voiceskills.org/
This article helps you identify wordiness in your sentences, paragraphs, and essays and offers strategies for writing concisely. for more info https://voiceskills.org/
A good vocabulary is an important building block for helping language learners to communicate effectively, but it’s also essential to school performance more widely.for more info https://voiceskills.org/
Students have a wide variety of courses to choose from. Each module provides a 360° learning solution with pre-class tasks and study. for more info https://voiceskills.org/who-help
we view learning as involving an array of complex cognitive processes that involve the processing of information/input from external sources. for more info https://voiceskills.org/how-it-works
The primary goals of communication namely conveying, persuading and requesting methods are taught in distinct and numerous thought capturing methods. for more info https://voiceskills.org/what-we-do
To enable learners to achieve their educational and professional goals by equipping themselves with strong communication skills in the English Language. for more info https://voiceskills.org/mission
Here meet up with yet another beautiful business development process. We are here seeing about one of the most extensively used concepts in the trade called "Brand Advocacy". for more info https://voiceskills.org/
English writing is considered to be an essential skill for success in the modern global economy. Many experts would go as far to say that without the basic knowledge of English reading skills. for more info https://voiceskills.org/
Mother tongue influence or MTI means the impact of the way your first language is spoken on the second language you are trying to learn. for more info https://voiceskills.org/
The document provides tips for improving English writing skills. It states that English writing is an essential skill for global business and careers. It recommends practicing English writing daily, on topics of interest, to gradually improve. The document also suggests expanding vocabulary through reading, having others review writing, using a dictionary, varying topics, carefully proofreading, corresponding with English-speaking friends, and not being afraid to make mistakes in order to improve English writing abilities over time.
Effective communication is key to success in life but most people communicate in complex ways without understanding proper skills. To communicate effectively, one must understand the necessary skills which include writing, reading, speaking, and listening. With practice and effort improving these four skills, communication can become more natural and effective by conveying messages clearly, concisely, and without room for misunderstanding. There are many ways to strengthen communication skills that will be discussed in future blogs.
In today's day and age, having solid Communicative English skills is a must. It's becoming the language of the world and all of us gotten keep up. for more info https://voiceskills.org/
Written communication is another useful communication channel and is very important between different professionals. for more info https://voiceskills.org/
C2 Proficiency, formerly known as Cambridge English: Proficiency (CPE), is one of our Cambridge English Qualifications. for more info https://voiceskills.org/c2-proficiency
Download a complete set of papers for the C1 Business Higher exam. The folders include: for more info https://voiceskills.org/c1-business-higher-test-preparation.php
B2 First, formerly known as Cambridge English: First (FCE) is one of our Cambridge English Qualifications. for more info https://voiceskills.org/b2-first
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Cultural Impact in English Language Learning - Voiceskills
1.
2. English language learning and teaching involves
more factors than cognitive functioning or
phonetic development. Cultural influence of both
the native and target cultures impact learning
styles, instruction approached and language skills
such as listening or speaking. Cultural education
provides insight to the relationship between
cultural backgrounds and language learning;
awareness of cultural impacts on English language
learning can influence classroom decisions and
lead to an increase in positive learning outcomes.
3. English language learning and teaching involves
more factors than cognitive functioning or
phonetic development. Cultural influence of both
the native and target cultures impact learning
styles, instruction approached and language skills
such as listening or speaking. Cultural education
provides insight to the relationship between
cultural backgrounds and language learning;
awareness of cultural impacts on English language
learning can influence classroom decisions and
lead to an increase in positive learning outcomes.
4. Many researchers recognize the important of
cultural education in English language learning.
Researcher Erdogan Bada wrote in the "Cukurova
University Journal of Social Sciences" that "the
need for cultural literacy in [English Language
Teaching] arises mainly from the fact that most
language learners, not exposed to cultural
elements of the society in question, seem to
encounter significant hardship in communicating
meaning to native speakers.” Additional studies
have supported his assertion that a lack of cultural
knowledge of both the native culture and the
target culture contributes to poor learning
outcomes for English language learners.
5. English language learning and teaching involves
more factors than cognitive functioning or
phonetic development. Cultural influence of both
the native and target cultures impact learning
styles, instruction approached and language skills
such as listening or speaking. Cultural education
provides insight to the relationship between
cultural backgrounds and language learning;
awareness of cultural impacts on English language
learning can influence classroom decisions and
lead to an increase in positive learning outcomes.
6. A student's or teachers cultural background dictates their
expectations for learning as well as their preferred learning
or teaching styles. Cultural difference can negatively impact
learning outcomes if they are not addressed during
instruction or assessment. Cultural expectations are often
coded or implicit. One of the largest concerns of cultural
difference in an English language classroom is the tendency
for language problems to be misdiagnosed as learning
problems. For example, for a student whose cultural
language tradition involves mostly oral storytelling, reading
text may be difficult. A teacher unfamiliar with the oral
language tradition of the student's culture may incorrectly
identify his reading troubles as signs of a learning problem
when in reality it is the result of a cultural difference.
7. English language learning and teaching involves
more factors than cognitive functioning or
phonetic development. Cultural influence of both
the native and target cultures impact learning
styles, instruction approached and language skills
such as listening or speaking. Cultural education
provides insight to the relationship between
cultural backgrounds and language learning;
awareness of cultural impacts on English language
learning can influence classroom decisions and
lead to an increase in positive learning outcomes.
8. Several cultural differences influence an English
language learning classroom. The most obvious
influence is the language of the native culture; a
student brings to the classroom particular grammar,
syntax and language rules from the native language
that does not always translate directly to the English
language. Word order and gendered language is one of
the most common language difficulties a non-native
speaker encounters when learning English. Another
cultural influence is learning or teaching style.
Students may have different cultural expectations
regarding the length of the school day, student-teacher
relationships or appropriate classroom behavior; all of
these variables may interfere with instruction or
learning and result in negative learning outcomes.
9. English language learning and teaching involves
more factors than cognitive functioning or
phonetic development. Cultural influence of both
the native and target cultures impact learning
styles, instruction approached and language skills
such as listening or speaking. Cultural education
provides insight to the relationship between
cultural backgrounds and language learning;
awareness of cultural impacts on English language
learning can influence classroom decisions and
lead to an increase in positive learning outcomes.
10. Cultural education is the most important step in
alleviating the potential cultural conflicts that may
arise in an English language classroom. Teachers
should be educated in diversified instruction that
responds to an English language student's
individual needs in terms of instruction,
assessment and feedback. Classroom time should
be dedicated to explicit cultural education for
English language learners; lessons about body
language, eye contact, academic language and
conversational language should be core elements
of the curriculum.
11. Voice Training and Research Institute
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