Language Study Beyond School
Author : Centre for Information on Language Teaching and Research
Publisher :
Page : 3 pages
File Size : 38,5 MB
Release : 1985
Category : Language and languages
ISBN :
Language Diversity, School Learning, and Closing Achievement Gaps
Author : National Research Council
Publisher : National Academies Press
Page : 116 pages
File Size : 26,94 MB
Release : 2010-08-26
Category : Education
ISBN : 0309153867
Book Description
The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.
Language Learning Beyond the Classroom
Author : David Nunan
Publisher : Routledge
Page : 318 pages
File Size : 26,41 MB
Release : 2015-01-30
Category : Education
ISBN : 1134675739
Book Description
This volume presents case studies of language learning beyond the classroom. The studies draw on a wide range of contexts, from North and South America to Europe and the Asia-Pacific region. Each provides principled links between theory, research and practice. While out-of-class learning will not replace the classroom, ultimately all successful learners take control of their own learning. This book shows how teachers can help learners bridge the gap between formal instruction and autonomous language learning. Although English is the primary focus of most chapters, there are studies on a range of other languages including Spanish and Japanese.
Beyond Coding
Author : Marina Umaschi Bers
Publisher : MIT Press
Page : 230 pages
File Size : 15,17 MB
Release : 2022-03-22
Category : Education
ISBN : 026254332X
Book Description
Why children should be taught coding not as a technical skill but as a new literacy—a way to express themselves and engage with the world. Today, schools are introducing STEM education and robotics to children in ever-lower grades. In Beyond Coding, Marina Umaschi Bers lays out a pedagogical roadmap for teaching code that encompasses the cultivation of character along with technical knowledge and skills. Presenting code as a universal language, she shows how children discover new ways of thinking, relating, and behaving through creative coding activities. Today’s children will undoubtedly have the technical knowledge to change the world. But cultivating strength of character, socioeconomic maturity, and a moral compass alongside that knowledge, says Bers, is crucial. Bers, a leading proponent of teaching computational thinking and coding as early as preschool and kindergarten, presents examples of children and teachers using the Scratch Jr. and Kibo robotics platforms to make explicit some of the positive values implicit in the process of learning computer science. If we are to do right by our children, our approach to coding must incorporate the elements of a moral education: the use of narrative to explore identity and values, the development of logical thinking to think critically and solve technical and ethical problems, and experiences in the community to enable personal relationships. Through learning the language of programming, says Bers, it is possible for diverse cultural and religious groups to find points of connection, put assumptions and stereotypes behind them, and work together toward a common goal.
Beyond the Boundaries: Changing Contexts in Language Learning
Author : Roberta Lavine
Publisher : McGraw-Hill Humanities/Social Sciences/Languages
Page : 260 pages
File Size : 35,63 MB
Release : 2001-03-15
Category : Foreign Language Study
ISBN :
Book Description
McGraw-Hill World Languages is pleased to announce our collaboration with the Northeast Conference on the Teaching of Foreign Languages in the publication of their annual conference report, commencing with the 2001 report. The chapters in Beyond the Boundaries reflect and comment on the new contexts for language learning that continue to emerge in this country. These changes, motivated by factors such as changing societal attitude towards language learning, globalization of U.S. economy, and increased global awareness, include a growing interest in study-abroad opportunities, community-based outreach programs, and life-long learning. Beyond the Boundaries is ideal for use in teacher education and methods courses, or for undergraduate and graduate seminars that deal with issues in language education or language acquisition.
The Routledge Handbook of Language Learning and Teaching Beyond the Classroom
Author : Hayo Reinders
Publisher : Routledge
Page : 612 pages
File Size : 29,71 MB
Release : 2022-05-30
Category : Education
ISBN : 1000574636
Book Description
Informal language learning beyond the classroom plays an important and growing role in language learning and teaching. This Handbook brings together the existing body of research and unites the various disciplines that have explored this area, in order to present the current state of knowledge in one accessible resource. Much of adult learning takes place outside of formal education and for language learning, it is likely that out-of-class experiences play an equally important role. It is therefore surprising that the role of informal language learning has received little attention over the years, with the vast majority of research instead focusing on the classroom. Researchers from a range of backgrounds, however, have started to realise the important contribution of informal language learning, both in its own right, and in its relationship with classroom learning. Studies in the areas of learner autonomy, learning strategies, study abroad, language support, learners’ voices, computer-mediated communication, mobile-assisted language learning, digital gaming, and many others, all add to our understanding of the complex and intersecting ways in which learners construct their own language learning experiences, drawing from a wide range of resources, including materials, teachers, self-study, technology, other learners and native speakers. This Handbook provides a sound and comprehensive basis for researchers and graduate students to build upon in their own research of language learning and teaching beyond the classroom.
Project-Based Second and Foreign Language Education
Author : Gulbahar H. Beckett
Publisher : IAP
Page : 302 pages
File Size : 27,33 MB
Release : 2006-09-01
Category : Education
ISBN : 1607527162
Book Description
Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993). Since then, PBL has also become a popular language and literacy activity at various levels and in various contexts (see Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003; Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003; Weinstein, 2004). For example, it has been applied to teach various ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More recently, PBL has been heralded as the most appropriate approach to teaching content-based second language education (Bunch, et al., 2001; Stoller, 1997), English for specific purposes (Fried-Booth, 2002), community-based language socialization (Weinstien, 2004), and critical and higher order thinking as well as problem-solving skills urged by the National Research Council (1999). Despite this emphasis, there is a severe shortage of empirical research on PBL and research-based frameworks and models based on sound theoretical guidance in general and second and foreign language education in particular (Thomas, 2000). Also missing from the second and foreign language education literature is systematic discussion of PBL work that brings together representative work, identifying obvious gaps, and guiding the field toward future directions. This, first of its kind, volume bridges these obvious gaps through the original work of international scholars from Canada, Israel, Japan, Singapore, and the US.
Native English Speakers' Second Language Learning Choices, Motivation, and Persistence During Postsecondary Education
Author : Kamaal Ahsan Majeed
Publisher :
Page : 59 pages
File Size : 24,46 MB
Release : 2013
Category :
ISBN :
Book Description
The purpose of this study is to explore the sources of motivation to learn a second language (L2) among first language (L1) speakers of English in the United States. College students are the specific focus, due to the foreign language study requirements that are imposed on so many of them at the secondary and postsecondary school levels. This study was conducted using oral interviews with current college undergraduates who have already fulfilled their colleges' language requirements. These students were asked questions regarding their previous exposure to second languages prior to postsecondary studies, the language choices they made in order to satisfy requirements at their college/university, and their decision to continue or stop studying second languages beyond the number of language courses required by their colleges, as well as the basis for their second language learning decisions. The goals of this study included determining what factors influence the decisions of L1 English speakers to continue or discontinue studying an L2, as well as why they chose to study the particular languages they did to complete their college's requirement. The data show a preference for studying commonly taught languages in high school, and for choosing to continue studying the language they began studying in high school in college. Also, sources of instrumental motivation comprised the motivation that the majority of the participants had for studying a language. All of the students who showed stronger integrative motivation, however, were far more likely to continue studying beyond their language requirement. There were more non-continuing than continuing students, and the most notable reason for not continuing was the need to complete major/minor and general education requirements. The results suggest that most undergraduate students view their language requirement as an obstacle between themselves and their Bachelor's degrees, rather than as a gateway to extensive L2 studies, and choose the fastest and most convenient method of overcoming that obstacle. The small scale and scope of this study, a first foray into this topic, invites further research, in order to have greater implications for 1) L2 education at the secondary and postsecondary levels, and 2) how language curricula and requirements can be modified to better serve the needs of L1 English-speaking students.
Community and Heritage Languages Schools Transforming Education
Author : Ken Cruickshank
Publisher : Taylor & Francis
Page : 333 pages
File Size : 36,34 MB
Release : 2023-11-14
Category : Education
ISBN : 1000965872
Book Description
This edited book offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts. Covering research and practice, the contributors survey the global landscape of community and heritage language schools and explore new developments in the field to understand the challenges the schools face and discuss the impact they have on their students and surrounding communities. Chapters address key topics including language development, academic achievement, professional development, learner identity and agency, online learning and teaching disruptions. Contributors highlight learners’ voices throughout, with special attention to overlooked minority language communities and Indigenous voices. Through this wealth of thorough and insightful analysis, the contributors of this book position students of community/heritage languages schools as citizens of a plurilingual world who are central to global change. Abounding with original research, innovative ideas and cutting-edge teaching practices, this book is ideal for courses on multilingualism and language and culture.
Academic Language In Second Language Learning
Author : Christian J. Faltis
Publisher : IAP
Page : 252 pages
File Size : 16,24 MB
Release : 2013-03-01
Category : Social Science
ISBN : 1623961165
Book Description
Language in academic settings, also referred to academic language, has gained attention in the field of second language learning owing to new understandings of the complexities of language inherent in learning academic content, and new efforts to assess English learners’ language proficiency in the context of school learning. The concept of academic language as distinct from social language has been in the academic literature since the mid-1950s, and surfaced as a major construct in the field of bilingual education in the 1980s. Many readers will be familiar with the ideas of BICS and CALP, first introduced by Jim Cummins in the 1980s. This book presents a critique of academic language as a separable construct from social language, and introduces current research efforts to understand how English learners interact, interpret, and show understanding of language in academic contexts in ways that re-think and go beyond the distinction between social and academic language. The book is organized into three main sections, each with a range of chapters that consider how academic language plays into how children and youth learn academic content as emergent bilingual students in school settings. A Foreward and Afterward offer commentary on the book and its contents. The intended audience for this book is graduate students, teacher educators, and researchers interested in issues of language and content learning for English learners, the new mainstream of schools across the nation. There is something for a wide range of readers and students of second language acquisition in this volume.
