This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading ...experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech-language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.
The history, identity and memory of the Sephardim in their Mediterranean dispersal are analysed by the author with a special reference to the Sephardi community of Jerusalem and to the political, ...social and cultural changes through which the speakers of Jewish-Spanish went since the turn of the nineteenth century.
Input Processing is a theoretical framework on which the pedagogical paradigm called Processing Instruction is predicated. In this book, new data on the acquisition of Italian and Modern Standard ...Arabic are presented and analyzed within this framework. Each study in the book explores how input processing strategies affect the acquisition of a particular linguistic feature and/or structure in the two languages. Collectively, the studies-which using both offline (e.g., sentence and discourse-level tasks) and online tests (e.g., eye-tracking) to measure the effects of this instructional training-provide readers with an overview of the ongoing research within this framework and bring to light important implications of structured input and processing instruction in second language acquisition.
Digital gamification has been argued to be a fun and enjoyable method to support Learning English as a Second Language (LESL) and to ease the gap between students' learning and educational practice. ...This systematic review presents an overview of the state of the art on the use of gamification for LESL in digital environments. Furthermore, this review study maps learning experiences of learners and their learning outcomes when they deal with LESL through gamification. For this systematic review, 22 publications dating from 2008 through 2019 were studied to highlight the foci of this field of research. Although, these studies reported positive effects of gamification on learners' learning experiences and their learning outcomes, none of the publications reported specific gamification elements associated to the learning experiences and outcomes. Being enjoyable, engaging, motivating and fun were positive learning experiences of gamified LESL environments. Content language learning, engagement, motivation, and satisfaction were targeted learning outcomes of gamified LESL. The results of this study provide suggestions on how to design digital gamification for students' LESL and their corresponding learning experiences and outcomes.
Church Slavonic, one of the world's historic sacred languages, has experienced a revival in post-Soviet Russia. Blending religious studies and sociolinguistics, this is the first book devoted to ...Church Slavonic in the contemporary period. It is not a narrow study in linguistics, but uses Slavonic as a passkey into various wider topics, including the renewal and factionalism of the Orthodox Church; the transformation of the Russian language; and the debates about protecting the nation from Western cults and culture. It considers both official and popular forms of Orthodox Christianity, as well as Russia's esoteric and neo-pagan traditions. Ranging over such diverse areas as liturgy, pedagogy, typography, mythology, and conspiracy theory, the book illuminates the complex interrelationship between language and faith in post-communist society, and shows how Slavonic has performed important symbolic work during a momentous chapter in Russian history. It is of great interest to scholars of sociolinguistics and of religion, as well as to Russian studies specialists.
Style, Identity and Literacy: English in Singapore is a qualitative study of the literacy practices of a group of Singaporean adolescents, relating their patterns of interaction – both inside and ...outside the classroom – to the different levels of social organization in Singaporean society (home, peer group and school). Combining field data gathered through a series of detailed interviews with available classroom observations, the study focuses on six adolescents from different ethnic and social backgrounds as they negotiate the learning of English against the backdrop of multilingual Singapore. This book provides social explanations for the difficulties and challenges these adolescents face by drawing on current developments in sociolinguistics, literacy studies, English language teaching and language policy.
Background
Paediatric speech and language therapist (SLT) roles often involve planning individualized intervention for specific children, working collaboratively with families and education staff, ...providing advice, training and coaching and raising awareness. A tiered approach to service delivery is currently recommended whereby services become increasingly specialized and individualized for children with greater needs.
Aims
To stimulate discussion regarding delivery of SLT services by examining evidence regarding the effectiveness of (1) intervention for children with language disorders at different tiers and (2) SLT roles within these tiers; and to propose an evidence‐based model of SLT service delivery and a flowchart to aid clinical decision‐making.
Methods & Procedures
Meta‐analyses and systematic reviews, together with controlled, peer‐reviewed group studies where recent systematic reviews were not available, of interventions for children with language disorders are discussed, alongside the differing roles SLTs play in these interventions. Gaps in the evidence base are highlighted.
Main Contribution
The service‐delivery model presented resembles the tiered model commonly used in education services, but divides individualized (Tier 3) services into Tier 3A: indirect intervention delivered by non‐SLTs, and Tier 3B: direct intervention by an SLT. We report evidence for intervention effectiveness, which children might best be served by each tier, the role SLTs could take within each tier and the effectiveness of these roles. Regarding universal interventions provided to all children (Tier 1) and those targeted at children with language weaknesses or vulnerabilities (Tier 2), there is growing evidence that approaches led by education services can be effective when staff are highly trained and well supported. There is currently limited evidence regarding additional benefit of SLT‐specific roles at Tiers 1 and 2. With regard to individualized intervention (Tier 3), children with complex or pervasive language disorders can progress following direct individualized intervention (Tier 3B), whereas children with milder or less pervasive difficulties can make progress when intervention is managed by an SLT, but delivered indirectly by others (Tier 3A), provided they are well trained and supported, and closely monitored.
Conclusions & Implications
SLTs have a contribution to make at all tiers, but where prioritization for clinical services is a necessity, we need to establish the relative benefits and cost‐effectiveness at each tier. Good evidence exists for SLTs delivering direct individualized intervention and we should ensure that this is available to children with pervasive and/or complex language disorders. In cases where service models are being provided which lack evidence, we strongly recommend that SLTs investigate the effectiveness of their approaches.
Families that live temporarily abroad for work or education (amongst other reasons) often encounter some difficulties to maintain their children's L1; particularly when they live in English-speaking ...countries. This study explores the language maintenance experiences of ten Saudi Arabian families sojourning in Australia, from the perspective of both family language policy and language and religion research. The article looks at this growing group of sojourners, for whom the link between Arabic language maintenance and religion poses particular challenges and opportunities. Parents reported a strong intention to maintain Arabic while in Australia, which they saw as particularly important for easier reintegration into Saudi schools when they return home. They worked hard to preserve their children's oral fluency but found it more challenging to maintain age-appropriate literacy skills. Arabic maintenance was also seen as crucial for religious practice, and faith-based concerns appeared to be the major motivating factor for parents in enrolling their children in Arabic education programmes. When taken together, the findings demonstrate how religious concerns permeate language maintenance practices for these families, and the similarities and differences in their experiences to those described previously in the literature on Japanese (and some Korean) sojourners.
Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent ...years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice.
The "Teacher Leader Guide for School-Wide English Learning" provides a roadmap for capitalizing on the often untapped language expertise of ESL teachers. By providing teacher leaders with the tools ...needed to develop customized professional development and engage in non-evaluative peer instructional coaching, the School-Wide English Learning (SWEL) coaching model supports English learners' academic success throughout the school day, not just when there is a language specialist in the room.
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