Changes In Beliefs About Language Learning And Teaching By Foreign Language Teachers In An Applied Linguistics Course,
2015
The University of Southern Mississippi
Changes In Beliefs About Language Learning And Teaching By Foreign Language Teachers In An Applied Linguistics Course, Laurel Abreu
Dimensions
This article presents the results of a study on the language learning and teaching beliefs of graduate students enrolled in an applied linguistics course in a language teaching program. Ten participants completed a questionnaire at the start of the course and another at the end; their responses were analyzed both quantitatively and qualitatively. Following the course, changes were identified in the participants’ beliefs about the difficulty of learning a second language and their goals for their future students.
All That Glitters Is Scolt: 50 Years Of Language Teaching And Learning,
2015
Kennesaw State University
All That Glitters Is Scolt: 50 Years Of Language Teaching And Learning
Dimensions
SCOLT Dimensions Volume 50
Those Were Some Of The Hottest Days Of My Life: The Genesis Of Scolt,
2015
Georgia State University
Those Were Some Of The Hottest Days Of My Life: The Genesis Of Scolt, Pete Swanson
Dimensions
The following article recounts the creation and development of the Southern Conference on Language Teaching (SCOLT) through the words of one of its founders, Dr. Herman Bostick. The article is not intended to tell the entire history of the founding of the organization, nor the full story of Dr. Bostick’s contributions to the civil rights movement in the SCOLT region. Instead, readers will be privy to specific moments and thoughts surrounding a man and a movement that touch Southern language teachers and students to this day. Pieced together from interviews with Dr. Bostick, it shows the world house that he …
Ncssfl-Actfl Can-Do Statements: An Effective Tool For Improving Language Learning Within And Outside The Classroom,
2015
University of Nebraska-Lincoln
Ncssfl-Actfl Can-Do Statements: An Effective Tool For Improving Language Learning Within And Outside The Classroom, Aleidine J. Moeller, Fei Yu
Dimensions
This article explores the theoretical foundation of the NCSSFL-ACTFL Can-Do Statements, developed by the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL), describes why and how to use these progress indicators in language education and reveals the value and impact on student learning when effectively integrated in the language classroom. These Can-Do statements serve as learning targets to document what learners “can do” with languages and can provide teachers and language programs with learning objectives for curriculum and unit design that are userfriendly, learner-centered and promote reflection and self-regulation …
Exploring Homework Completion And Noncompletion In Post-Secondary Language Study,
2015
University of Nebraska – Omaha
Exploring Homework Completion And Noncompletion In Post-Secondary Language Study, Carolyn Gascoigne
Dimensions
While homework is something that language professionals often assign, based on the paucity of research on the topic, it is clearly not something to which much attention is given in terms of professional discourse or research. In the following pages, the author reviews the limited available research and describes a case study that seeks to examine what students are doing, as well as not doing, in terms of written and online homework in beginning post-secondary foreign language courses. Results are examined through the lens of self-efficacy theory. Implications include allowing for student choice in homework options, particularly for those students …
Tradición Y Actualidad En La Enseñanza De La Escritura Académica En El Entorno Europeo (Reseña De Rethinking Academic Writing Pedagogy For The European University),
2015
CUNY New York City College of Technology
Tradición Y Actualidad En La Enseñanza De La Escritura Académica En El Entorno Europeo (Reseña De Rethinking Academic Writing Pedagogy For The European University), David Sánchez-Jiménez
Publications and Research
No abstract provided.
Fay B. Kaigler Children's Book Festival,
2015
The University of Southern Mississippi
Fay B. Kaigler Children's Book Festival, Karen Rowell, The University Of Southern Mississippi, The University Of Southern Mississippi's School Of Library And Information Science
Fay B. Kaigler Children's Book Festival Programs
The program for the forty-eighth annual Fay B. Kaigler Children's Book Festival held on the campus of The University of Southern Mississippi in Hattiesburg, Mississippi in 2015.
Language Stimulation Techniques For Three-Year-Old And Four-Year-Old Children: Patterns Of Language Development,
2015
University of North Florida
Language Stimulation Techniques For Three-Year-Old And Four-Year-Old Children: Patterns Of Language Development, Hope Elisabeth Wilson, Jannah Walters Nerren, Carolyn D. Abel
Faculty Publications
One in 4 children in America ages 0-5 live in poverty (Federal Statistics, 2012); this group is far more likely to enter school as linguistically disadvantaged and the gap increases as they progress through school. This study investigates the effect of indirect language stimulation techniques on preschool children enrolled in Head Start programs in rural east Texas. The results from this study indicate differing patterns of language development between 3- and 4-year-old children, in response to their teacher’s use of indirect language stimulation techniques in normal day-to-day teaching. Specifically, the intervention using SPEAK techniques had a positive effect on the …
Queering The Teacher As A Text In The English Language Arts Classroom: Beyond Books, Identity Work And Teacher Preparation,
2015
Rowan University
Queering The Teacher As A Text In The English Language Arts Classroom: Beyond Books, Identity Work And Teacher Preparation, Kate E. Kedley
College of Education Departmental Research
Classrooms reflect and contribute to normative sex, gender, and sexuality categories in school culture, rules, and rituals. Texts, materials, curriculum, and the discourse we employ as educators perpetuate the pervasiveness of these categories. This article explores the less visible ways sex and gender categories are constructed in English Language Arts (ELA) classrooms, and how institutionalized heteronormativity positions students within normative categories of sex, gender, and sexuality. These limiting conversations are difficult to identify and even more difficult to challenge. But it is precisely this dynamic – the subconscious reinforcing of sex and gender binaries – that upholds the dominance of …
The Role Of Passage Topic Knowledge In Typical And Poor Comprehenders' Recall,
2015
University of Denver
The Role Of Passage Topic Knowledge In Typical And Poor Comprehenders' Recall, Chelsea E. Meenan
Electronic Theses and Dissertations
This dissertation examines the role of topic knowledge (TK) in comprehension among typical readers and those with Specifically Poor Comprehension (SPC), i.e., those who demonstrate deficits in understanding what they read despite adequate decoding. Previous studies of poor comprehension have focused on weaknesses in specific skills, such as word decoding and inferencing ability, but this dissertation examined a different factor: whether deficits in availability and use of TK underlie poor comprehension. It is well known that TK tends to facilitate comprehension among typical readers, but its interaction with working memory and word decoding is unclear, particularly among participants with deficits …
Mentor Texts Squared: Helping Students Explore Voice Through Readings That Promote Critical Consciousness,
2015
University of San Diego
Mentor Texts Squared: Helping Students Explore Voice Through Readings That Promote Critical Consciousness, Sarina Chugani Molina, Mark Manasse
School of Leadership and Education Sciences: Faculty Scholarship
Much research has been conducted documenting the reading and writing challenges students in precollege courses face (Crosby, 2007; Masterson, 2007). Some colleges label these courses “developmental,” “remedial,” or “basic skills” courses. Th ese “developmental” students comprise both US-born and immigrant pupils from culturally, linguistically, and economically diverse backgrounds (Roberge, Siegal, & Harklau, 2009) and are oft en institutionally marginalized (Blumenthal, 2002), leaving them oft en underprepared when matriculating into credit-bearing college-level courses (Roberge, 2009). In this article, we report on a case study where a community college ESOL (English for Speakers of Other Languages) instructor and three faculty members at …
Orchestrating Literacies:Print Literacy Learning Opportunities Within Multimodal Intergenerational Ensembles,
2015
Western University
Orchestrating Literacies:Print Literacy Learning Opportunities Within Multimodal Intergenerational Ensembles, Lori Mckee, Rachel Heydon
Education Publications
This exploratory case study considered the opportunities for print literacy learning within multimodal ensembles that featured art, singing, and digital media within the context of an intergenerational program that brought together 13 kindergarten children (4 and 5 years) with 7 elder companions. Study questions concerned how reading and writing were practiced within multimodal ensembles and what learning opportunities were afforded the children while the participants worked through a chain of multimodal projects. Data were collected through ethnographic tools in the Rest Home where the projects were completed and in the children’s classroom where project content and tools were introduced and …
From One New Teacher To Another: How To Be A Hero Without Losing Yourself,
2015
Brigham Young University
From One New Teacher To Another: How To Be A Hero Without Losing Yourself, Jade Weinheimer
The Utah English Journal
Whether new to the ranks or a seasoned veteran, it's hard to forget those first few years of your teaching career-mine have been burned into my memory like a brand on cattle. The policy information overloads, the crippling case of Imposter's Syndrome, the sleepless nights, the tower of essays to grade, the classroom management fiascos, the lesson plan flops, and meetings, meetings, meetings. These things can be the stuff of nightmares.
Motivation In Guided Reading: Effects On Upper Grade Readers,
2015
Brigham Young University
Motivation In Guided Reading: Effects On Upper Grade Readers, Margie Jordan, Stephanie Galt
The Utah English Journal
After coaching teachers on ways to improve guided reading practice for the last two years and watching both teachers and students as they struggle and succeed in increasing reading awareness, we began to notice a pattern. It wasn't a pretty one.
Book Review: The Start Of Me And You,
2015
Salem Hills High School, Salem UT
Book Review: The Start Of Me And You, Adrianne Larsen
The Utah English Journal
Paige believes that if she could just check each item off of her to-do list, then things could be normal again; she could be normal again. Included on the list are dating, traveling, finding new friends, and swimming. While the to-do items may look simple, they prove to be more elusive than Paige thought. Making changes and moving forward are the lessons Emery Lord grapples with in her novel, The Start of Me and You. As Paige, the protagonist, attempts to clear her "begin again" check list, as she calls it, she realizes that some things in life are a …
The Q-Back Task: A Student-Managed Tool To Improve Reading Comprehension In Students With Low Working Memory,
2015
Augsburg College
The Q-Back Task: A Student-Managed Tool To Improve Reading Comprehension In Students With Low Working Memory, Chelsie Lynn Thielen
Theses and Graduate Projects
This paper focuses on developing a student-managed tool to improve reading comprehension across the curriculum in students with low working memory. Chapter One includes a summary of the issue and presents a possible solution. A review of the literature in Chapter Two explores the link research has established between working rnemory and reading comprehension, existing interventions for each, as well as indirect and direct assessments. Chapter Three describes the developed product. Chapter Four outlines the development process and proposes avenues for a pilot study and future research.
The Impact Of Oral Language Instruction On Student Reading Development,
2015
Augsburg College
The Impact Of Oral Language Instruction On Student Reading Development, Susan Sivongsay
Theses and Graduate Projects
The purpose of this qualitative study was to examine the effects of an oral language curriculum on student's reading development specifically in the areas of reading engagement, vocabulary and comprehension. Students in a second grade classroom participated in various oral language lessons. Throughout the lessons data was collected through observation and field notes. Data was also collected on student's oral language growth and reading development through formal assessment. From the data indicators of student growth in both oral language and reading were identified. The data indicated that the amount of student talk time had the greatest impact on student's oral …
Independent Reading: Effective Student Assessment In Middle School,
2015
Augsburg College
Independent Reading: Effective Student Assessment In Middle School, Simone Simon
Theses and Graduate Projects
The findings of the current literafure suggest that encouraging independent reading and cultivating lifelong readers, as the state standards require , are best served by activities and assessment that differ from traditional summative assessments. This paper examines current strategies and evaluates practices in teaching and assessing independent reading, and provides a toolbox for how a district can incorporate those recommendations into a revised curriculum.
Motivating Reluctant Middle School Males To Read: The Perspectives Of Middle School Teachers,
2015
Augsburg University
Motivating Reluctant Middle School Males To Read: The Perspectives Of Middle School Teachers, Angela Watters
Theses and Graduate Projects
The purpose for conducting this study was to find ways to motivate reluctant middle school males to read. To do this qualitative research methods were used. Data was collected through participant interviews. Four teachers who teach English, Language Arts, or Communications were interviewed to find out what strategies they have used to change the attitudes of their male middle school aged students have about reading. The problem is that many middle school males struggle to be motivated to read. The three major themes that emerged from the research data were book choice, promotion of books, and knowledge of books.
The Effects Of Fluency And Close Reading Upon Comprehension,
2015
Augsburg College
The Effects Of Fluency And Close Reading Upon Comprehension, Victoria A. Lee
Theses and Graduate Projects
The purpose of this study was to discover how focused instruction on fluency and close reading influence student comprehension. The study used qualitative methods to observe eight eighth grade students as they developed fluency through repeated readings and learned close reading strategies in order to evaluate what impact these skills had on their comprehension. Direct participant observation, passive observation, and teacher field notes were utilized in data collection. The frndings suggest that, despite the use of close reading strategies, students need the building of background knowledge prior to reading a complex text, as well as explicit instruction in vocabulary considered …
