Open Access. Powered by Scholars. Published by Universities.®

Digital Commons Network™

Open Access. Powered by Scholars. Published by Universities.®

Language and Literacy Education

Institution
Keyword
Publication Year
Publication
Publication Type
File Type

Articles 1441 - 1470 of 3257

Full-Text Articles in Entire DC Network

Multimodal Writing Of University Students: The Case Of Academic Posters, Noha Ibrahim Fouad May 2021

Multimodal Writing Of University Students: The Case Of Academic Posters, Noha Ibrahim Fouad

Theses and Dissertations

After having been marginalized for a long time as a second-class genre or “the poor country cousin of papers” (Swales & Feak, 2000), academic posters have recently received remarkable attention as a special multimodal genre that is indispensable for the membership of the academic community. In line with the currently growing interest in multimodal writing, the present study seeks to contribute to the limited body of knowledge on academic posters in two ways: first by investigating the textual and visual communicative strategies employed by novice multimodal writers to facilitate the comprehension of their multimodal texts and guide readers through their …

Go to article

Using The Transactional Reading Theory To Galvanize The Meaning Of Construction Process And Promote Fourth Grade Students Reading Comprehension, Cognition, And Motivation, Tamara Gatewood-Williams May 2021

Using The Transactional Reading Theory To Galvanize The Meaning Of Construction Process And Promote Fourth Grade Students Reading Comprehension, Cognition, And Motivation, Tamara Gatewood-Williams

Theses and Dissertations

The sequential mixed-methods study was conducted to examine the effects of a transactional intervention with emphasis on background knowledge, questioning, and motivation, that galvanize the meaning of the construction process to internalize strategies, promote engaging discussion of the text, and shift students from the observer to the participant, to the mediator. Participants included two fourth grade teachers, thirty-nine fourth grade students, and twelve fourth grade students who were selected from the thirty-nine to participate in the qualitative phase of the study. Quantitative data pre-and post-data were collected to assess student's cognition and motivation. Quantitative data revealed the intervention influenced background …

Go to article

The Construction And Formation Of Chinese Character, Lejia Zhang May 2021

The Construction And Formation Of Chinese Character, Lejia Zhang

Theses - ALL

Chinese characters are very unique. As one of the most widely used scripts in the world, its complex forms and large volume of characters make it always daunting for beginners, which is related to the long history of Chinese characters. This paper is divided into five parts, based on a definition of the nature of ancient Chinese characters. In the first part, it is argued that Chinese characters are made up of smaller elements. A single Chinese character, as a morpheme, is the smallest ideographic unit of the Chinese language, but a single character may also be formed by combining …

Go to article

Exploring Tactile Art-Making With Deafblind Students And Their Families: An Opportunity For Creative Play, Alice Rodgers May 2021

Exploring Tactile Art-Making With Deafblind Students And Their Families: An Opportunity For Creative Play, Alice Rodgers

Expressive Therapies Capstone Theses

The impact of a deafblind diagnosis on an individual’s mental health and the well-being of the family involved can be profound. However, current research and available literature for the mental health treatment and therapy practices of deafblind persons and their families is limited (Kyzar et al., 2016; “WFDB Global Report 2018,” n.d.). This thesis used the Leeds Family Psychology and Therapy Service principles (Leeds FPTS) and the Expressive Therapies Continuum with established deafblind teaching strategies to facilitate an original arts-based community project entitled: “Things We Like.” This project provided an opportunity for deafblind students (ages three to 22) and their …

Go to article

Elementary Content Teacher Perceptions Regarding Their Ell Instructional Practices, C. Wesley Owens, Steve P. Wells May 2021

Elementary Content Teacher Perceptions Regarding Their Ell Instructional Practices, C. Wesley Owens, Steve P. Wells

Journal of Educational Research and Practice

The purpose of this qualitative descriptive study was to explore the instructional practices of elementary English language learner (ELL) teachers and how those practices are perceived by the teachers to be aligned with improved ELL academic performance. The study is grounded in Ladson-Billings’ theory of culturally relevant pedagogy, which holds that student academic achievement and cultural identity should be affirmed. The research questions focused on exploring instructional practices used by teachers to support ELL learning and the teachers’ perceptions of how their practices are aligned with improved ELL academic performance. The qualitative descriptive study was limited to three elementary schools …

Go to article

Facilitating Adaptive And Dynamic Learning Transfer Using Genre-Based, Translingual, And Multimodal Pedagogies In L2 Composition Instruction, Raina Levesque May 2021

Facilitating Adaptive And Dynamic Learning Transfer Using Genre-Based, Translingual, And Multimodal Pedagogies In L2 Composition Instruction, Raina Levesque

Master's Projects and Capstones

Ensuring that students can transfer the knowledge and skills they learn in L2 composition classes to future personal, academic, and professional contexts outside of the classroom is perhaps the most important goal of L2 college writing instruction. However, while research shows that pedagogies based in adaptive and dynamic learning transfer, defined as the repurposing or innovation of knowledge to negotiate new and unfamiliar writing contexts, are more successful in preparing students to transfer their knowledge to future contexts than pedagogies based in similarity learning transfer, defined as the matching of knowledge across comparable known contexts, many L2 college composition instructors …

Go to article

Seeing In Writing: A Case Study Of A Multilingual Graduate Writing Instructor’S Socialization Through Multimodality, Cristina Sánchez-Martín May 2021

Seeing In Writing: A Case Study Of A Multilingual Graduate Writing Instructor’S Socialization Through Multimodality, Cristina Sánchez-Martín

Journal of Multilingual Education Research

With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor’s socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer’s language repertoire? (2) How does the multilingual graduate instructor’s multimodal writing and teaching of writing impact other academic …

Go to article

Oral Vocabulary Instruction Practices Of Teachers Of Nonacademic Adult English Language Learners, Carol Cochi May 2021

Oral Vocabulary Instruction Practices Of Teachers Of Nonacademic Adult English Language Learners, Carol Cochi

Journal of Multilingual Education Research

The number of non-academic adults who need English as a second language (ESL) classes is ever increasing, yet little is known about the instructional practices used to teach this population of learners. The focus of this article is to describe an exploratory single case study of the instructional practices used by teachers in a nonacademic adult English as a second language (NAESL) program. Specifically, the study looked at vocabulary instruction teachers employed with beginner-level adult ESL students. The data was collected using questionnaires, classroom observations, and post-observation interviews with the teachers. The findings show that teachers used two categories of …

Go to article

Silencing Students' Voices In An Era Of Academic Language, Aida Nevárez-La Torre May 2021

Silencing Students' Voices In An Era Of Academic Language, Aida Nevárez-La Torre

Journal of Multilingual Education Research

No abstract provided.

Go to article

The Motivation And Attitude Of Arab Heritage Children And Their Parents’ Perspectives Toward Learning Arabic, Nada Naji May 2021

The Motivation And Attitude Of Arab Heritage Children And Their Parents’ Perspectives Toward Learning Arabic, Nada Naji

Theses and Dissertations

Due to the unstable circumstances in the Middle East in the last decade, a large number of immigrants from Arab origins immigrated to non-Arab countries. This immigration created a new generation of Arab heritage learners who want to learn the Arabic language as a heritage language for different reasons. This study investigates the motivation and attitude of Arab heritage children between 10 and 16 years of age and their parents’ perspectives toward learning Arabic as a heritage language in host countries. 143 participants (92 parents, 51 children) living in 17 different non-Arab countries have participated in this study. The method …

Go to article

Revisiting Attitudes Towards English In Cameroon And The Rush For Emi: Positioning Education For All Vision, Eric Enongene Ekembe May 2021

Revisiting Attitudes Towards English In Cameroon And The Rush For Emi: Positioning Education For All Vision, Eric Enongene Ekembe

Journal of English Learner Education

The rush to English and English medium education (EMI) is fashionably a global tendency, and research in the domain has extensively explored the effects of such rush on social justice, quality education, economic and power dynamics across contexts. Given the multifaceted challenges related to the provision of English and accessibility to EMI, the relationship between UNESCO’s Education For All vision and access to English tends to be complicated. This paper examines the commonly-stated quest for English in Cameroon with a focus on attitudes towards English and EMI. The purpose is to understand the interface between the rush to EMI and …

Go to article

Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore May 2021

Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore

Journal of English Learner Education

With increasing student diversity across our nation, there is a growing need to scale up educational innovations related to building holistic relationships. Many students in K-12 public schools enter educational settings with uncommon and nontraditional ways of building and developing longitudinal relationships that allow students to thrive and not just survive. Specifically, teachers/educators feel ill-equipped and ill-trained to adequately support the increasing number of English learners(ELs) and Exceptional education students (specifically Students of Color (SOC) with emotional and behavioral disorders) identified in inclusive classrooms. Thus, there remains an urgent need to share uncommon and non-traditional strategies to develop and build …

Go to article

Factors Influencing Intelligibility And Comprehensibility: A Critical Review Of Research On Second Language English Speakers, Venus Chan May 2021

Factors Influencing Intelligibility And Comprehensibility: A Critical Review Of Research On Second Language English Speakers, Venus Chan

Journal of English Learner Education

The varieties of English have led to the paradigm of Global Englishes, which describes the ideologies of English as a lingua franca (ELF) and World Englishes (differential uses of English internationally) in diverse sociolinguistic contexts. Global Englishes literature complicates intelligibility and comprehensibility since it tends to problematize “native norms” as the only benchmarks for successful lingua franca use. Intelligibility and comprehensibility studies have recently been concerned with the interaction between non-native speakers using English as a second language for communication. Thus, this paper critically evaluates research on intelligibility and comprehensibility of second language (L2) English speakers. It is observed that …

Go to article

Analysis Of Elementary School English Teachers’ Perceptions Of And Design For Differentiated Reading Instruction, Chin-Wen Chien May 2021

Analysis Of Elementary School English Teachers’ Perceptions Of And Design For Differentiated Reading Instruction, Chin-Wen Chien

Journal of English Learner Education

This study explored the influence of a course in an endorsement program on 22 elementary school Taiwanese English teachers’ perceptions of and designs for differentiated reading instruction. Based on the data analysis of the questionnaire, peer- and self-evaluation, and final projects, this study has two major findings. First, participants gained competence in research-based instructional strategies and approaches for differentiated reading instruction through the endorsement program. Tiered assignments were the most popular activities designed by the participants for differentiated reading instruction. Secondly, their self-efficacy gained in terms of improving their learners’ reading performance and solving their reading problems. This study suggested …

Go to article

Multilingual And Multicultural Education: The Intersectionality Of Culture Mindset And Instructional Practices, Brendon Thiry, James P. Concannon May 2021

Multilingual And Multicultural Education: The Intersectionality Of Culture Mindset And Instructional Practices, Brendon Thiry, James P. Concannon

Journal of English Learner Education

The new mainstream classroom is both multilingual and multicultural. How prepared are teachers to work with English language learners and students with interrupted or informal education? This study aimed to determine if teacher growth mindset and cultural competency significantly predicted teacher’s use of responsive teaching practices with English language learners. Utilizing a multiple regression model, growth mindset and cultural competency did not predict teacher’s use of responsive teaching practices. However, by conducting an itemized analysis of the cultural competency survey, certain items stood out as potential predictors of responsive teaching practices. Results from this study suggest that the cultural competency …

Go to article

Language Assessment Literacy: Analyzing The Perspectives Of Mainstream Teachers Toward English Learners, Tunde Szecsi, Janka Szilagyi May 2021

Language Assessment Literacy: Analyzing The Perspectives Of Mainstream Teachers Toward English Learners, Tunde Szecsi, Janka Szilagyi

Journal of English Learner Education

This qualitative phenomenological study explores mainstream classroom teachers’ language assessment literacy as it relates to English learners. In Southwest Florida, Fifty-five teachers were interviewed about their knowledge and use of English language proficiency assessments in mainstream classrooms. We conducted content analysis of the individual interviews and field note data. The findings indicated that teacher’s knowledge of language proficiency assessments includes: (a) awareness of language proficiency assessments, (b) one size fits all: misuse of content assessment, (c) language proficiencies confined solely to reading skills, and (d) preference for formative assessment. Findings also indicated that teachers’ limited use of language assessment results …

Go to article

A Functional Approach To Language Development For Dual Language Learners, Luciana C. De Oliveira, Ruslana Westerlund May 2021

A Functional Approach To Language Development For Dual Language Learners, Luciana C. De Oliveira, Ruslana Westerlund

Journal of English Learner Education

This article describes a functional approach to language development. This approach draws on functional linguistic perspectives to offer ways for teachers to identify language patterns to help dual language learners (DLLs) see how language works and engage them in exploring meaning in texts as they develop their linguistic repertories in more than one language. The authors contextualize the approach as part of the new WIDA Standards and present a case study to showcase how the functional approach can be used in dual language classrooms, with annotated science texts in English and Spanish.

Go to article

Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D. May 2021

Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.

Journal of English Learner Education

An increase in the English learner (EL) population is evident in public schools throughout the United States. Academic achievement gaps between ELs and non-EL peers persist from early childhood through the post-secondary level (Florida Department of Education, 2019c). The gap in the literature is the lack of studies analyzing the language acquisition of ELs enrolled in dual language programs to narrow the achievement gap of ELs. Transformative Learning Theory and the Dynamic Systems Theory are the foundation of the theoretical framework. Key research questions seek data on the relationship between standardized assessments measuring language acquisition and academic performance of third-grade …

Go to article

Where Image And Text Meet Identity: Gifted Students’ Poetry Comics And The Crafting Of “Nerd Identities”, Michael L. Kersulov, Adam Henze May 2021

Where Image And Text Meet Identity: Gifted Students’ Poetry Comics And The Crafting Of “Nerd Identities”, Michael L. Kersulov, Adam Henze

Journal of Media Literacy Education

This article reports on a study of how a class of fifteen- and sixteen-year-old gifted high school students “mixed” the media of poetry and comics to unveil and interrogate (what they called) their “nerd identities.” Both co-authors constructed and co-taught a class within a literature-based comics course that led students through various writing processes that focused on the visual and textual properties of poetry and comics. Researchers asked: How may gifted students use poetry and comics to write about identity? How can the mixing of poetry and comics contribute to media literacy education? Using their poetry comics to connect their …

Go to article

Why Parents Chose To Send Their Children To Irish-Medium Immersion Preschools: Learning From Parental Choice Strategies In Celtic Countries, Maire Mhic Mhathuna, Fiona Nic Fhionnlaoich May 2021

Why Parents Chose To Send Their Children To Irish-Medium Immersion Preschools: Learning From Parental Choice Strategies In Celtic Countries, Maire Mhic Mhathuna, Fiona Nic Fhionnlaoich

Articles

This study investigated the reasons Irish parents chose to send their children to Irish-medium preschools settings over other forms of early childhood education. The international literature on parental decision making regarding childcare and relevant studies on immersion education in Celtic countries were reviewed. A parental questionnaire, informed by this literature, was distributed through selected immersion settings in Ireland. Social and cognitive development were the main reasons parents cited in regard to early childhood education and an interest in the Irish language and bilingualism along with the good reputation of the immersion preschool were the reasons they chose immersion preschooling. Comparisons …

Go to article

Linguistic Inclusion And Language Acquisition: An Analysis Of A Spanish Reading Group, Daisy Barragan May 2021

Linguistic Inclusion And Language Acquisition: An Analysis Of A Spanish Reading Group, Daisy Barragan

Education | Master's Theses

This research explored the impacts of a linguistically inclusive Spanish reading group on student learning outcomes. This research took place at an elementary school in Marin, which consists of a large Spanish speaking and rural community of third and fourth graders. The research takes into consideration grouping methods (Oakes, 2005), Critical Race Theory (Solórzano & Yosso, 2002), and Schema Theory (Rumelhart, 2017) with regard to a Spanish classroom, in order to reimagine educational structures and instructional approaches. Through Spanish reading group sessions, interviews with adult stakeholders, and a student participant focus group, it is evident that all groups believe that …

Go to article

Implementation Of Culturally Relevant Teaching In Namibian Classrooms: Understanding Impediments And Identifying Assets, Fransisko Constantino May 2021

Implementation Of Culturally Relevant Teaching In Namibian Classrooms: Understanding Impediments And Identifying Assets, Fransisko Constantino

Education | Master's Theses

Culturally responsive pedagogy (CRP) is a teaching approach that can be utilized to improve academic outcomes among diverse student populations. Currently, however, there is a lack of research examining why some teachers struggle to implement CRP, particularly in educational contexts beyond the U.S. This study examined why there is a lack of implementation of CRP within combined schools in the Kavango East region of Namibia. More specifically, this study assessed the role of CRP within Namibian English Second Language (ESL) classrooms and examined how the experiences of ESL teachers affected their ability to implement CRP. In addition, this study explored …

Go to article

The Name Curriculum: Exploring Names, Naming, And Identity, Isabel Taswell May 2021

The Name Curriculum: Exploring Names, Naming, And Identity, Isabel Taswell

Graduate Student Independent Studies

The act of naming, or using and respecting one’s name, is a humanizing act: it is foundational to one’s sense of identity and belonging. Conversely, the act of ‘de-naming,’ or changing, forgetting, or erasing one’s name, is an act of dehumanization: it denies one’s sense of identity and belonging. The Name Curriculum provides an opportunity for third grade students to explore the role of names and naming as they relate to one’s sense of self and community. It draws on the role of developmental psychology, the urgency of historical context, and the power of children’s literature. Specifically, it explores how …

Go to article

Approaches To Narrative Instruction For Second Language Learners, Mathew Peters May 2021

Approaches To Narrative Instruction For Second Language Learners, Mathew Peters

MA TESOL Collection

Narratives have reemerged as a dominant form of rhetoric over the last fifty years. This dominant use of narrative discourse has only increased with the rise of social media. Walther Fisher (1987) proposed the narrative paradigm as a unifying theory of human communication. His major claim is that people are inherently storytellers and that people use a narrative rationality and a logic of good reasons to inform their beliefs, values, and actions. This paper utilizes his theories, along with recent findings in neuroscience, to establish an argument for greater inclusion of narratives into second language teaching. Narratives can have a …

Go to article

Using Language Ideology, Social Positioning And Performativity To Assess Second Language Learning And Identity Transformation: A Qualitative Case Study Of Three Chinese Queer Immigrants In The U.S., Yih Ren May 2021

Using Language Ideology, Social Positioning And Performativity To Assess Second Language Learning And Identity Transformation: A Qualitative Case Study Of Three Chinese Queer Immigrants In The U.S., Yih Ren

Master's Theses

This thesis aims to explore the directionality of the relationships between cultural identity, sexuality, ideology, and English learning. My study included three participants, and each represents a specific acculturating and immigrant group in the U.S., namely, international students, permanent residents (green card holders), and naturalized citizens. Language ideology and social positioning theory are employed to examine English hegemony and internalized oppression. I argue that English hegemony is ideological and reinforces further discrimination and social hierarchy; further, performativity provides a new cannon to view language production and acquisition as it shifts the emphasis from the technical processes of language acquisition to …

Go to article

Malaysian Esl Teachers’ Beliefs And Practices Regarding The Use Of Music And Songs In Second Language Teaching, Daler Bokiev, Lilliati Ismail May 2021

Malaysian Esl Teachers’ Beliefs And Practices Regarding The Use Of Music And Songs In Second Language Teaching, Daler Bokiev, Lilliati Ismail

The Qualitative Report

Regardless of numerous studies supporting the effectiveness of utilizing music and songs in second language teaching, there is a remarkably limited amount of research investigating how music and songs are actually used by language teachers and the beliefs underpinning their practices, particularly in the Malaysian educational context. This qualitative study explored Malaysian ESL teachers’ beliefs and practices with regard to the use of music and songs in language instruction at different levels of education as well as factors influencing their instructional practices. The research participants consisted of five primary-level, five secondary-level and five tertiary-level ESL teachers working at public and …

Go to article

A Teacher's Guide To Plurilingual Pedagogy, Elisabeth Wichser-Krajcik May 2021

A Teacher's Guide To Plurilingual Pedagogy, Elisabeth Wichser-Krajcik

MA TESOL Collection

Language teaching practices have been dominated by monolingual, deficit approaches in which students are expected to compartmentalize languages, ignore prior knowledge, and emulate how natives speak the target language—though there have also been many teachers who have challenged these approaches through the years. Plurilingualism and plurilingual pedagogy reject such ideas and practices and instead seek to cultivate linguistic repertoires (including partial or uneven skills across languages), engage prior knowledge and lived experience, and develop metalinguistic and metacognitive competencies. Drawing on decades of research in applied linguistics and associated fields, plurilingual pedagogy aims to teach language in a way that is …

Go to article

Research Visualization On Teaching, Language, Learning Of English And Higher Education Institutions From 2011 To 2020: A Bibliometric Evidences, Dr. Muhammad Shoaib, Mr. Nusrat Ali, Dr. Behzad Anwar, Dr. Shamshad Rasool, Dr. Raza-E Mustafa, Mr. Shi Zici May 2021

Research Visualization On Teaching, Language, Learning Of English And Higher Education Institutions From 2011 To 2020: A Bibliometric Evidences, Dr. Muhammad Shoaib, Mr. Nusrat Ali, Dr. Behzad Anwar, Dr. Shamshad Rasool, Dr. Raza-E Mustafa, Mr. Shi Zici

Library Philosophy and Practice (e-journal)

No abstract provided.

Go to article

Secondary Teacher Attitudes Targeting Inclusion Of English Language Learners In Mainstream Classrooms, Jacquelin Drusilla Buttram-Brownell May 2021

Secondary Teacher Attitudes Targeting Inclusion Of English Language Learners In Mainstream Classrooms, Jacquelin Drusilla Buttram-Brownell

ATU Theses and Dissertations 2021 - Present

Educational leadership in public schools have struggled to service second language learners across the United States. Although support systems in urban education settings have seemed to be fully staffed, the surge of new immigrants, has posed challenges to classroom teachers. Unspoken attitudes of bias and perception of faculty members have been menacing and could have impeded equitable practice and performance of both the English language learner and the teacher. Previous research of Reeves (2002, 2004, & 2006) has inferred teachers have struggled with their attitudes toward ELLs in their mainstream classes and have indicated professional development as being essential. Specifically, …

Go to article

The Light Switch Of Language: Code-Switching, Cierra Johnson May 2021

The Light Switch Of Language: Code-Switching, Cierra Johnson

Emerging Writers

Many students are held back from the opportunities life has to offer, simply because of language. This article examines the use of code-switching and argues that it could be the key to pulling all students together, giving them equal chances at success.

Go to article

First Prev Next Last