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Sample records for academic language development

  1. Developing Cognitive Academic Language Proficiency: The Journey

    ERIC Educational Resources Information Center

    Roessingh, Hetty; Kover, Pat; Watt, David

    2005-01-01

    This study tracks the development of cognitive academic language proficiency of 47 academically competent high school ESL learners of differing age on arrival (AOA) who received instructed ESL support and one comparison group of six young arrivals who received little if any ESL support during their educational experiences. Although intake and…

  2. Developing Academic Language in English Language Learners through Sheltered Instruction

    ERIC Educational Resources Information Center

    Short, Deborah J.; Fidelman, Carolyn G.; Louguit, Mohammed

    2012-01-01

    This article describes a study examining the effects of Sheltered Instruction Observation Protocol (SIOP) model instruction on the academic language performance of middle and high school English language learners. The SIOP model is an approach for teaching content curriculum to students learning through a new language. Teachers employ techniques…

  3. Re-Integrating Academic Development and Academic Language and Learning: A Call to Reason

    ERIC Educational Resources Information Center

    Percy, Alisa

    2014-01-01

    This paper argues for the re-integration of academic development (AD) and a academic language and learning (ALL) practitioners in Australian higher education. This argument is made as universities aim to develop internationally recognised, inter-disciplinary and standards-based curricula against the backdrop of international comparative education…

  4. Not Just Good Science Teaching: Supporting Academic Language Development

    ERIC Educational Resources Information Center

    Silva, Cecilia; Weinburgh, Molly; Smith, Kathy Horak

    2013-01-01

    In this article, the authors explore ways in which they have worked together in understanding the complexities of academic language within the science classroom and discuss strategies they have used to teach academic language to young adolescent English Language Learners (ELLs) within inquiry-based science lessons. They discuss strategies they use…

  5. Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

    ERIC Educational Resources Information Center

    Lucero, Audrey

    2015-01-01

    This article reports findings from a study that investigated the ways in which first-grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semistructured interviews, and document collection were conducted over a…

  6. The Development of Academic Language Proficiency: Challenges for Middle School Immersion in Hong Kong and Xi'an

    ERIC Educational Resources Information Center

    Kong, Stella; Hoare, Philip

    2012-01-01

    This paper investigates the development of academic language proficiency through immersion in middle school programmes in Hong Kong and Xi'an. The study reveals that in both contexts students have exposure to complex academic language through teacher talk and textbooks; however, there is not sufficient support for students' academic language use…

  7. Dynamic Development of Complexity and Accuracy: A Case Study in Second Language Academic Writing

    ERIC Educational Resources Information Center

    Rosmawati

    2014-01-01

    This paper reports on the development of complexity and accuracy in English as a Second Language (ESL) academic writing. Although research into complexity and accuracy development in second language (L2) writing has been well established, few studies have assumed the multidimensionality of these two constructs (Norris & Ortega, 2009) or…

  8. Measuring and Comparing Academic Language Development and Conceptual Understanding via Science Notebooks

    ERIC Educational Resources Information Center

    Huerta, Margarita; Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael

    2016-01-01

    The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors…

  9. Development of semantic processes for academic language in foundation phase EAL learners.

    PubMed

    Meirim, Giselle; Jordaan, Heila; Kallenbach, Amy; Rijhumal, Meera

    2010-12-01

    It is widely acknowledged that language competence is central to educational success, primarily because literacy is inherently a language-based activity. Vocabulary knowledge specifically plays an important role in the acquisition of reading comprehension skills. Language in education practice in South Africa is currently highly controversial, as the implementation of home language or bilingual instruction policies has not been achieved in many schools. The aim of this study was to investigate the development of language skills in foundation phase English Additional Language (EAL) learners attending schools where English is the language of learning and teaching. A 3-year longitudinal investigation of the acquisition of some of the processes underlying language for academic purposes was undertaken using the semantics subtests of the Developmental Evaluation of Language Variation Criterion Referenced Edition (Seymour, Roeper & De Villiers, 2003). The results indicated that the majority of EAL learners improved with increased exposure to English in the academic environment and by the time they were in grade 3, were performing at a higher level than English First Language learners in grade 2. However, the effects of this protracted period of development on literacy attainment should be investigated. The significant individual variation in the learners' performance has implications for assessment and instruction of EAL learners and for the collaborative role of teachers and speech language therapists in the education system. PMID:21329265

  10. Integrating Language, Literacy, and Academic Development: Alternatives to Traditional English as a Second Language and Remedial English for Language Minority Students in Community Colleges

    ERIC Educational Resources Information Center

    Bunch, George C.; Kibler, Amanda K.

    2015-01-01

    This article argues for the importance of integrating a focus on language, literacy, and academic development for United States-educated language minority (US-LM) students, sometimes called "Generation 1.5." It describes four initiatives at community colleges in California that aim to do so. US-LM students have completed some K-12…

  11. An Exploration of Planning for English-as-Foreign-Language (EFL) Academic Language Development

    ERIC Educational Resources Information Center

    Walker, Elizabeth

    2012-01-01

    This paper arises from a concern that in English-as-foreign-language (EFL) curricula there are apparently unsystematic and linguistically under-theorized approaches to language development. The paper explores EFL unit plans across upper primary and lower secondary schooling, in a context where secondary school graduates need English mainly for…

  12. Multiple Dimensions of Academic Language and Literacy Development

    ERIC Educational Resources Information Center

    Cumming, Alister

    2013-01-01

    Language, literacy, and culture intersect almost everywhere, of course. I analyze three phenomena where intersections occur between cognitive skills, personal attitudes, social practices, and macro-societal structures in ways that are salient, puzzling, and also illuminating about the multiple dimensions of learning literacy in situations of…

  13. Reading-Writing Relationships in First and Second Language Academic Literacy Development

    ERIC Educational Resources Information Center

    Grabe, William; Zhang, Cui

    2016-01-01

    Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

  14. Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    PubMed

    Mashburn, Andrew J; Pianta, Robert C; Hamre, Bridget K; Downer, Jason T; Barbarin, Oscar A; Bryant, Donna; Burchinal, Margaret; Early, Diane M; Howes, Carollee

    2008-01-01

    This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness. PMID:18489424

  15. Academic Proficiency (Language and Content) and the Role of Strategies

    ERIC Educational Resources Information Center

    Krashen, Stephen

    2011-01-01

    This report continues the work of Krashen and Brown (2007), developing and evaluating a set of hypotheses for the development of academic proficiency. That article defined academic proficiency as having two components: academic language proficiency and knowledge of academic content.

  16. The challenge of developing academic language in Spanish and English through science: The case of two teachers' strategic teaching practices

    NASA Astrophysics Data System (ADS)

    Mercuri, Sandra Patricia

    This case study examines the practice of two bilingual education teachers in an attempt to understand the planning and instructional activities occurring in their classrooms by focusing on students' academic language development during science instruction. This site was selected as an 'instrumental' case to examine for several reasons. This school is among the few in the district that is teaching science. Despite the political climate related to bilingual education, the teachers at this school offer an articulated dual immersion program from K to grade six. This site has experienced success in beginning to close the achievement gap between English learners and their native English speaking peers on standardized test measures. Using a qualitative approach, data was collected from two unique cases through detailed observations of classroom practice, audio-taped lessons, an initial and a follow up interview, artifacts and an initial survey. Scarcella's (2003) framework on academic language was used to analyze the different components of academic language of the science instruction. A theoretical framework from Stoddart et al. on levels of integrated planning expertise and Dell' Alba & Sandberg's concept of embodied understanding of practice also informed the study. Three main findings were drawn from this study: (a) academic language can be effectively taught through science instruction when teachers have the expertise to integrate language learning with science inquiry; (b) the teaching of and planning for academic language development through content is shaped over time by teachers' teaching and personal experiences with the content and their ability to integrate both; (c) While a theoretical model of academic language can be used to analyze teachers' instructional strategies during a science lesson, this model has limitations. Teachers' understanding of their own practice developed overtime shaped the way they manipulated the curriculum for their particular grade

  17. Academic Language in Physical Education

    ERIC Educational Resources Information Center

    Constantinou, Phoebe

    2015-01-01

    This article focuses on defining academic language in physical education and provides a step-by-step approach designed to help preservice and inservice teachers understand and incorporated academic language into their lesson planning. It provides examples of discipline-specific vocabulary, language functions, syntax, and discourse, aiming to…

  18. Children with Language Disorders: Natural History and Academic Success.

    ERIC Educational Resources Information Center

    Bashir, Anthony S.; Scavuzzo, Annebelle

    1992-01-01

    This article addresses the academic difficulties of children with language disorders (including dyslexia) and suggests that their persistent academic vulnerability results from the lifelong need to acquire language, to learn with language, and to apply language knowledge for academic learning and social development. The need for continuing…

  19. Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills

    ERIC Educational Resources Information Center

    Mashburn, Andrew J.

    2008-01-01

    This study examined associations between quality of social and physical environments in preschools and children's development of academic, language, and literacy skills, and the extent to which preschool quality moderated the associations between child risk and development. Participants were a diverse sample of 540 four-year-old children in…

  20. The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children

    ERIC Educational Resources Information Center

    Son, Seung-Hee; Morrison, Frederick J.

    2010-01-01

    In this study, we examined changes in the early home learning environment as children approached school entry and whether these changes predicted the development of children's language and academic skills. Findings from a national sample of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development…

  1. Web 2.0 Tools and Academic Literacy Development in a US Urban School: A Case Study of a Second-Grade English Language Learner

    ERIC Educational Resources Information Center

    Shin, Dong-shin

    2014-01-01

    This study explores a second-grade English language learner's literacy development and ability to use blogging for social and academic purposes, in the context of learning academic writing genres in a US urban school. Grounded in sociocultural theories, it conceptualizes learning as appropriation, and language as a dynamic and functional…

  2. How Academic Is Academic Development?

    ERIC Educational Resources Information Center

    Fraser, Kym; Ling, Peter

    2014-01-01

    University provision for academic development is well established in the USA, UK and many other countries. However, arrangements for its provision and staffing vary. In Australia, there has been a trend towards professional rather than academic staff appointments. Is this appropriate? In this paper, the domains of academic development work are…

  3. Language as Academic Purpose

    ERIC Educational Resources Information Center

    Turner, Joan

    2004-01-01

    In this article, I argue for an understanding of EAP to be mobilised more around language, its materiality, especially in written form, and the intellectual challenge of learning it. Concomitantly, I argue against the increasing technicisation of language, as it is embodied in the regulatory framework of institutions and its emaciation as an…

  4. Building a Third Space: How Academic Language Knowledge Helps Pre-Service Teachers Develop Content Literacy Practices

    ERIC Educational Resources Information Center

    Sussbauer, Erik J.

    2013-01-01

    Though attention to academic language is a key component of the Teacher Performance Assessment and the new Common Core Standards, little has been researched regarding how pre-service teachers build academic language knowledge and integrate it into their practice teaching experience. This study focuses on the construction and delivery of academic…

  5. Academic Language Development through Technology: English Learners in a Fifth Grade Science Class

    NASA Astrophysics Data System (ADS)

    Kim, Hye Yeong

    Grounded in sociocultural models of learning, this study explores structures for participation and types of interaction that occur during the performance of technology-assisted tasks in a science classroom to detail some of the opportunities for learning made available to English learners (ELs) and some practices that might constitute effective instruction within such a context. In particular, this study explores how ELs use language to socialize and how they are socialized to use language during technology-assisted tasks in a science classroom within a given participant structure. Findings show that five different participant structures were used during technology-assisted tasks, all of which required ELs to understand and use varied interaction patterns; different levels of authority and responsibilities were given to interlocutors in each structure. As different participant structures employed different interactional patterns and practices, learners behaved according to differing norms expected by each participant structure. Findings showed that members of the class shared the rules regarding the initiation of interactions and open topics, as well as allowing time to listen and follow the cue of teachers or technology. In this sense, the class functioned as a community of practice (Lave & Wenger, 1991). Each participant structure appeared to contribute to the variety of the interaction types, as well as to kinds of subsequent learning and socialization of ELs, providing divergent levels of transparency, legitimacy, and peripherality to ELs. The integration of technology unfolded differently across participant structures and has implications for ELs' academic language learning opportunities.

  6. Even Math Requires Learning Academic Language

    ERIC Educational Resources Information Center

    Barrow, Melissa A.

    2014-01-01

    ELLs need to practice using the language in their speech. Teachers can ask students to restate the definition in their own words and provide opportunities for students to use academic vocabulary in discussions. Chunking (instead of teaching inch in isolation, also teach foot, centimeter, and yard) helps students develop their schema and mentally…

  7. Plasticity in the Developing Brain: Intellectual, Language and Academic Functions in Children with Ischaemic Perinatal Stroke

    ERIC Educational Resources Information Center

    Ballantyne, Angela O.; Spilkin, Amy M.; Hesselink, John; Trauner, Doris A.

    2008-01-01

    The developing brain has the capacity for a great deal of plasticity. A number of investigators have demonstrated that intellectual and language skills may be in the normal range in children following unilateral perinatal stroke. Questions have been raised, however, about whether these skills can be maintained at the same level as the brain…

  8. Examining the Public Face of Academic Development

    ERIC Educational Resources Information Center

    Jones, Anna

    2010-01-01

    Language is an important way of presenting an identity, either individual or group. This paper explores the language used in the presentation of the identity of academic development. The study is based on an analysis of websites from academic development centres in the UK and Australia and outlines the public ways in which academic developers…

  9. The Third Language of Academic English

    ERIC Educational Resources Information Center

    Zwiers, Jeff

    2005-01-01

    Academic language is the linguistic glue that holds the tasks, texts, and tests of school together. If students can't use this glue well, their academic work is likely to fall apart. According to the author of this article, "academic language" is defined as the set of words and phrases that (1) describe content-area knowledge and procedures; (2)…

  10. Academic Language in Early Childhood Classrooms

    ERIC Educational Resources Information Center

    Barnes, Erica M.; Grifenhagen, Jill F.; Dickinson, David K.

    2016-01-01

    This article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional…

  11. Who's Using the Language? Supporting Middle School Students with Content Area Academic Language

    ERIC Educational Resources Information Center

    Townsend, Dianna

    2015-01-01

    This mixed-methods study examines middle school students' academic language development in the context of a year-long professional development project titled, Developing Content Area Academic Language (DCAAL). The purpose of DCAAL was to partner middle school teachers (n = 8) with a team of university researchers to explore how to integrate…

  12. Development of American Sign Language Guidelines for K-12 Academic Assessments.

    PubMed

    Higgins, Jennifer A; Famularo, Lisa; Cawthon, Stephanie W; Kurz, Christopher A; Reis, Jeanne E; Moers, Lori M

    2016-10-01

    The U.S. federal Every Student Succeeds Act (ESSA) was enacted with goals of closing achievement gaps and providing all students with access to equitable and high-quality instruction. One requirement of ESSA is annual statewide testing of students in grades 3-8 and once in high school. Some students, including many deaf or hard-of-hearing (D/HH) students, are eligible to use test supports, in the form of accommodations and accessibility tools, during state testing. Although technology allows accommodations and accessibility tools to be embedded within a digital assessment system, the success of this approach depends on the ability of test developers to appropriately represent content in accommodated forms. The Guidelines for Accessible Assessment Project (GAAP) sought to develop evidence- and consensus-based guidelines for representing test content in American Sign Language. In this article, we present an overview of GAAP, review of the literature, rationale, qualitative and quantitative research findings, and lessons learned. PMID:27542953

  13. Individual Differences in Fifth Graders' Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Radach, Ralph; Vorstius, Christian; Day, Stephanie L.; McLean, Leigh; Morrison, Frederick J.

    2015-01-01

    In this study, we investigated fifth graders' (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task,…

  14. Developing an "essential functions" rubric: purposes and applications for speech-language-hearing academic programs.

    PubMed

    Horner, Jennifer; Schwarz, Ilsa; Jackson, Roberta; Johnstone, Patti; Mulligan, Moira; Roberts, Kathleen; Sohlberg, McKay Moore

    2009-01-01

    This article describes the purpose and application of an essential functions rubric for prospective and current students engaged in the study of communication sciences and disorders. Adopted in 2007 by the Council on Academic Programs in Communication Sciences and Disorders (CAPCSD), the essential functions rubric identifies core skills and attributes in five areas: communication, motor, intellectual-cognitive, sensory/observational, and behavioral/social. CAPCSD does not intend the rubric to be prescriptive but rather expects that it will be adapted to reflect the unique mission or circumstances of each academic program. The value of an essential functions rubric for academic programs is the opportunity it provides to educate students about the roles and responsibilities of the disciplines. A rubric also allows academic programs an objective basis for counseling students about professional expectations. Importantly, an essential functions rubric gives both students and programs opportunities to determine what, if any, accommodations might be employed to allow students who are otherwise qualified to help them succeed both academically and clinically. PMID:20011824

  15. Developing Academic English Language Proficiency Prototypes for 5th Grade Reading: Psychometric and Linguistic Profiles of Tasks. An Extended Executive Summary. CSE Report 720

    ERIC Educational Resources Information Center

    Bailey, Alison L.; Huang, Becky H.; Shin, Hye Won; Farnsworth, Tim; Butler, Frances A.

    2007-01-01

    Within an evidentiary framework for operationally defining academic English language proficiency (AELP), linguistic analyses of standards, classroom discourse, and textbooks have led to specifications for assessment of AELP. The test development process described here is novel due to the emphasis on using linguistic profiles to inform the …

  16. Developing Reading Comprehension and Academic Vocabulary for English Language Learners through Science Content: A Formative Experiment

    ERIC Educational Resources Information Center

    Taboada, Ana; Rutherford, Vanessa

    2011-01-01

    This formative experiment explored the extent to which two instructional frameworks that varied in the explicitness of academic vocabulary instruction, comprehension strategy instruction, and supports for student autonomy influenced reading comprehension, vocabulary acquisition, perceptions of autonomy supports, and reading engagement in…

  17. Academic Remedial Training: A Language Skills Development Program for U.S. Navy Recruits.

    ERIC Educational Resources Information Center

    Bowman, Harry L.; And Others

    Noting that the program is primarily a reading and verbal skills program for adult learners, this paper describes the Academic Remedial Training (ART) Program of the U.S. Navy. The first section of the paper discusses the historical background of the program. The second section describes the reading skills component and the verbal skills component…

  18. Exploratory Comparisons from the Field: Study of Students from Two Teacher Credentialing Programs of Cross-Cultural, Language, and Academic Development (Professional Development Schools and Regular Teacher Education Programs).

    ERIC Educational Resources Information Center

    Torrez, Nena

    This paper discusses development of the Crosscultural, Language, and Academic Development (CLAD) credential in California's preservice teacher education. CLAD focuses on first and second language development, educational equity, linguistic and cultural diversity, equal access to core curriculum, respect for cultural and linguistic issues,…

  19. Teachers' Use of Linguistic Scaffolding to Support the Academic Language Development of First-Grade Emergent Bilingual Students

    ERIC Educational Resources Information Center

    Lucero, Audrey

    2014-01-01

    Research suggests that teachers need to scaffold emergent bilingual students as they develop the complex language associated with school success. This may especially be true in dual language settings, where children are learning two languages simultaneously. In this study, therefore, I investigate the linguistic scaffolding practices of…

  20. Adolescents' Use of Academic Language in Historical Writing

    ERIC Educational Resources Information Center

    Shen, Ting

    2011-01-01

    Despite its importance of academic language, research on academic language is often limited to academic vocabulary and focused on the English language learners. Informed by systemic functional linguistics, this study examined adolescents' use of academic language and the relationships between its use and students' reading ability and…

  1. Assessing Second Language Writing in Academic Contexts.

    ERIC Educational Resources Information Center

    Hamp-Lyons, Liz, Ed.

    The articles contained in this volume on second language writing evaluation focus on the evaluation of academic English learned as a second language (ESL). Essays include: "Assessment by Misconception: Cultural Influences and Intellectual Traditions" (Brigid Ballard, John Clanchy); "Reading the World Differently: A Cross-Cultural Approach to…

  2. Language Development: Understanding Language Diversity in the Classroom

    ERIC Educational Resources Information Center

    Levey, Sandra; Polirstok, Susan

    2010-01-01

    Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected…

  3. ALL Academics Facilitating Articulated Learning for English as an Additional Language Students

    ERIC Educational Resources Information Center

    Warner, Richard N.; Picard, Michelle Y.

    2013-01-01

    This paper develops the concept of articulated learning and relates it to the role of Academic Language and Learning (ALL) academics in facilitating the progress of international and other English as an additional language (EAL) students from program to program, between generic, academic and disciplinary skills and from their studies to the work…

  4. Multilingual Faculty across Academic Disciplines: Language Difference in Scholarship

    ERIC Educational Resources Information Center

    Cavazos, Alyssa G.

    2015-01-01

    Due to the dominance of the English language in scholarship, multilingual academics often encounter challenges in achieving academic biliteracy and identifying successful language negotiation practices in academia. Through personal interviews with self-identified multilingual academics across academic disciplines, this paper explores how they…

  5. Testing a model of science process skills acquisition: An interaction with parents' education, preferred language, gender, science attitude, cognitive development, academic ability, and biology knowledge

    NASA Astrophysics Data System (ADS)

    Germann, Paul J.

    Path analysis techniques were used to test a hypothesized structural model of direct and indirect causal effects of student variables on science process skills. The model was tested twice using data collected at the beginning and end of the school year from 67 9th- and 10th-grade biology students who lived in a rural Franco-American community in New England. Each student variable was found to have significant effects, accounting for approximately 80% of the variance in science process skills achievement. Academic ability, biology knowledge, and language preference had significant direct effects. There were significant mediated effects by cognitive development, parents' education, and attitude toward science in school. The variables of cognitive development and academic ability had the greatest total effects on science process skills. Implications for practitioners and researchers are discussed.

  6. Exemplary, New Teachers' Perspectives on Teaching Second-Language Learners and Developing Academic Language: An Embodied Understanding of Practice Framework

    ERIC Educational Resources Information Center

    Gomez, Maria-Cecilia

    2013-01-01

    This qualitative, longitudinal study examines the perspectives on professional development of a group of exemplary, new secondary teachers of English Language Arts and Spanish (n = 4). This study explores the teachers' development through the lens of the "embodied understanding of practice" (EUP), a novel theoretical framework of…

  7. The Scholarship of Academic Development.

    ERIC Educational Resources Information Center

    Eggins, Heather, Ed.; Macdonald, Ranald, Ed.

    The selections in this book address the concept and nature of academic development and examine research into and within the field. Following an introduction, "Developing a Scholarship of Academic Development: Setting the Context," by Ranald Macdonald, the chapters of part 1, "Conceptualizing Academic Development," are: (2) "Academic Development: A…

  8. Using Academic Language to Level the Playing Field for English Language Learners in Physical Education: Part 2

    ERIC Educational Resources Information Center

    Constantinou, Phoebe; Wuest, Deborah A.

    2015-01-01

    The common core, with its emphasis on the development of English language art and mathematics skills and literacy, presents challenges for teachers of all subjects. Academic language is expected to be developed within each disciplinary area. In other words, educators are expected to identify the language demands of their discipline and prepare…

  9. Words as Tools: Learning Academic Vocabulary as Language Acquisition

    ERIC Educational Resources Information Center

    Nagy, William; Townsend, Dianna

    2012-01-01

    There is a growing awareness of the importance of academic vocabulary, and more generally, of academic language proficiency, for students' success in school. There is also a growing body of research on the nature of the demands that academic language places on readers and writers, and on interventions to help students meet these demands. In this…

  10. Using Academic Language to Level the Playing Field for English-Language Learners in Physical Education: Part 1

    ERIC Educational Resources Information Center

    Constantinou, Phoebe; Wuest, Deborah A.

    2015-01-01

    With the common core emphasis on English language art and mathematics skills, physical educators are faced with a challenging task. Educators, in general, are expected to identifying the language demands of their discipline and develop academic language skills within each disciplinary area. In other words, educators are expected to prepare…

  11. Academic Language in Shared Book Reading: Parent and Teacher Input to Mono- and Bilingual Preschoolers

    ERIC Educational Resources Information Center

    Aarts, Rian; Demir-Vegter, Serpil; Kurvers, Jeanne; Henrichs, Lotte

    2016-01-01

    The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic…

  12. Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

    NASA Astrophysics Data System (ADS)

    Henrichs, Lotte F.; Leseman, Paul P. M.

    2014-11-01

    Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over science. In this paper, we investigate whether science lessons might be integrated with learning the language functional for school: academic language. The occurrence of scientific reasoning and sophisticated vocabulary in brief science lessons with 5-year-olds is evaluated. The aim of the study was twofold: first, to explore the nature of kindergarten science discourse without any researcher directions (pre-intervention observation). Second, in a randomized control trial, we evaluated the effect on science discourse of a brief teacher training session focused on academic language awareness. The science lessons focussed on air pressure and mirror reflection. Analyses showed that teachers from the intervention group increased their use of scientific reasoning and of domain-specific academic words in their science discourse, compared to the control group. For the use of general academic words and for lexical diversity, the effect was task-specific: these dependent measures only increased during the air pressure task. Implications of the study include the need to increase teachers' awareness of possibilities to combine early science instruction and academic language learning.

  13. Words Fail Us: How Academics View Language and Ideas in Higher Education Research

    ERIC Educational Resources Information Center

    Green, David A.

    2010-01-01

    Language can provide an entree into an academic discipline, but can also serve as a barrier to exclude newcomers. How does this apply to academic developers trying to promote teaching and learning on their campuses? Using an online survey, academics at two institutions in the UK and USA were asked to describe their typical and ideal reading in…

  14. Polylingual and Polycultural Learning Ecologies: Mediating Emergent Academic Literacies for Dual Language Learners

    ERIC Educational Resources Information Center

    Gutierrez, Kris D.; Bien, Andrea C.; Selland, Makenzie K.; Pierce, Daisy M.

    2011-01-01

    In this article, we examine the affordances of polylingual and polycultural learning ecologies in expanding the linguistic repertoires of children, particularly young Dual Language Learners. In contrast to settings that promote the development of English and academic language at the expense of maintaining and developing home language, we argue…

  15. Language Development in Extended-Day Programs: Prospects for Second Language Learners.

    ERIC Educational Resources Information Center

    Christian, Donna

    A discussion of second language learning among language minority students looks at the increasing multiculturalism of the U.S. classroom and a number of related issues, including the relationship between first language development and second language learning, academic language needs, and literacy development, and concern about the appropriateness…

  16. Language and Psychological Development.

    ERIC Educational Resources Information Center

    Gleason, Jean Berko

    Input language may have an effect on child development that goes far beyond language development alone. Language is the medium by which children acquire at least a portion of their sex role and social class or group characteristics, world view, and emotional and psychological well-being. Existing theories of psychological development ignore…

  17. Language and Academic Abilities in Children with Selective Mutism

    ERIC Educational Resources Information Center

    Nowakowski, Matilda E.; Cunningham, Charles E.; McHolm, Angela E.; Evans, Mary Ann; Edison, Shannon; St. Pierre, Jeff; Boyle, Michael H.; Schmidt, Louis A.

    2009-01-01

    We examined receptive language and academic abilities in children with selective mutism (SM; n = 30; M age = 8.8 years), anxiety disorders (n = 46; M age = 9.3 years), and community controls (n = 27; M age = 7.8 years). Receptive language and academic abilities were assessed using standardized tests completed in the laboratory. We found a…

  18. Socialization to Academic Language in a Kindergarten Classroom

    ERIC Educational Resources Information Center

    Gallagher, Colleen

    2016-01-01

    Recognizing the importance of academic language for students' success in schools, this article reports on an investigation of how narrative-focused literacy events in the classroom provide opportunities for academic language socialization. Data were collected from one public elementary school in a major metropolitan area in the Mid-Atlantic region…

  19. The Effectiveness of Training Program Based on the Six Hats Model in Developing Creative Thinking Skills and Academic Achievements in the Arabic Language Course for Gifted and Talented Jordanian Students

    ERIC Educational Resources Information Center

    Ziadat, Ayed H.; Al Ziyadat, Mohammad T.

    2016-01-01

    The main purpose of this study was to determine the effectiveness of a training program based on the six hats model in developing creative thinking skills and academic achievements in the Arabic language for gifted and talented Jordanian students. The study sample consisted of 59 gifted male and female students of the 7th grade from King Abdullah…

  20. Cooperative Learning in the Secondary School: Maximizing Language Acquisition, Academic Achievement, and Social Development. NCBE Program Information Guide Series 12.

    ERIC Educational Resources Information Center

    Holt, Daniel D.; And Others

    Cooperative learning is a valuable strategy for teaching secondary school students, especially useful with students from diverse linguistic and cultural backgrounds who are learning English as a Second Language. It offers a method for managing diversity, channeling peer influence into a positive force for improving school performance, and…

  1. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School

    NASA Astrophysics Data System (ADS)

    Gose, Robin Margaretha

    English language learners (EL) are the fastest growing sub-group of the student population in California, yet ELs also score the lowest on the science section of the California Standardized Tests. In the area of bilingual education, California has dramatically changed its approach to English learners since the passage of Proposition 227 in 1998, which called for most EL instruction to be conducted in English (Cummins, 2000; Echevarria, Vogt, & Short, 2008). In reality, this means that EL students are often placed in programs that focus on basic language skills rather than rigorous content, meaning that they are not getting access to grade level science content (Lee & Fradd, 1998). As a result, many EL students exit eighth grade without a strong foundation in science, and they continue to score below their English-speaking peers on standardized achievements. While the usefulness of the academic language construct remains controversial (Bailey, 2012), the language used in science instruction is nevertheless often unfamiliar to both EL and English proficient students. The discourse is frequently specialized for discipline-specific interactions and activities (Bailey, 2007; Lemke, 1990). This qualitative case study examined academic language instruction in three middle school science classrooms at a dual language charter school. The goal was to understand how teachers integrate academic language and content for linguistically diverse students. The findings fom this study indicate that targeting language instruction in isolation from science content instruction prohibits students from engaging in the "doing of science" and scientific discourse, or the ability to think, reason, and communicate about science. The recommendations of this study support authentically embedding language development into rigorous science instruction in order to maximize opportunities for learning in both domains.

  2. Building English Language Learners' Academic Vocabulary: Strategies and Tips

    ERIC Educational Resources Information Center

    Sibold, Claire

    2011-01-01

    According to Beck, McKeown, and Kucan's Three Tier Model (2002), when it comes to language instruction the distinction between academic vocabulary words and content specific words has a significant bearing on the language success of English language learners (ELLs). In this article, the author describes strategies that give teachers and parents…

  3. Using Language to Organize Academic Experiences.

    ERIC Educational Resources Information Center

    Chaplin, Miriam T.

    The specific goal of language instruction at any level is to develop students' communicative abilities by increasing their awareness of necessary linguistic tools. The degree to which instructors in the English classroom are successful in attaining this specific goal is dependent on the ability of students to organize their experiences. College…

  4. Redefining Individual Growth and Development Indicators: Oral Language

    ERIC Educational Resources Information Center

    Bradfield, Tracy A.; Besner, Amanda C.; Wackerle-Hollman, Alisha K.; Albano, Anthony D.; Rodriguez, Michael C.; McConnell, Scott R.

    2014-01-01

    Language skills developed during preschool contribute strongly to later reading and academic achievement. Effective preschool assessment and intervention should focus on core components of language development, specifically oral language skills. The Early Language and Literacy Individual Growth and Development Indicators (IGDIs) are a set of…

  5. Associations of Emotion-Related Regulation with Language Skills, Emotion Knowledge, and Academic Outcomes

    ERIC Educational Resources Information Center

    Eisenberg, Nancy; Sadovsky, Adrienne; Spinrad, Tracy L.

    2005-01-01

    Research suggests that the development of emotional regulation in early childhood is interrelated with emotional understanding and language skills. Heuristic models are proposed on how these factors influence children's emerging academic motivation and skills. (Contains 2 figures.)

  6. English Academic Language Skills: Perceived Difficulties by Undergraduate and Graduate Students, and Their Academic Achievement.

    ERIC Educational Resources Information Center

    Berman, Robert; Cheng, Liying

    2001-01-01

    An English for academic purposes needs survey conducted at a Canadian university among first-year Bachelor's and Master's level students reveals native speakers (NS) and nonnative speakers (NNS) of English perceive that the language skills necessary for academic study are of different levels of difficulty. English language difficulties appear to…

  7. The Relationship between Mathematics and Language: Academic Implications for Children with Specific Language Impairment and English Language Learners

    ERIC Educational Resources Information Center

    Alt, Mary; Arizmendi, Genesis D.; Beal, Carole R.

    2014-01-01

    Purpose: The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). Method: School-age children (N = 61; 20 SLI, 20 ELL, 21 native…

  8. Early Parenting Beliefs and Academic Achievement: The Mediating Role of Language

    ERIC Educational Resources Information Center

    Im-Bolter, Nancie; Zadeh, Zohreh Yaghoub; Ling, Daphne

    2013-01-01

    Studies have demonstrated the association between parenting style and children's academic achievement, but the specific mechanisms underlying this relationship remain unclear. The development of skills that lay the foundation for academic success might be found in early parent-child interactions that foster language competence. Early negative…

  9. Signaling Organization and Stance: Academic Language Use in Middle Grade Persuasive Writing

    ERIC Educational Resources Information Center

    Dobbs, Christina L.

    2014-01-01

    Effective academic writing is accessible to readers because writers follow shared conventions for organization and signal their stance on particular topics; however, few specifics are known about how middle graders might develop knowledge of and use these academic language forms and functions to signal their organization and stance in persuasive…

  10. English Language Proficiency and Teacher Judgments of the Academic and Interpersonal Competence of English Language Learners

    ERIC Educational Resources Information Center

    Freberg, Miranda E.

    2014-01-01

    The purpose of the study was to investigate how English language proficiency is related to teacher judgments of students' academic and interpersonal competence. It was hypothesized that English Language Learner (ELL) students would generally be perceived as having weaker academic and interpersonal skills than their non-ELL counterparts regardless…

  11. Academic Alliances in Foreign Languages and Literatures. ERIC Q&A.

    ERIC Educational Resources Information Center

    Silber, Ellen S.

    Academic alliances, local cooperative groups of teachers of languages and literatures at all levels, meet regularly to discuss current developments in language teaching, explore particular problems and find solutions to them, and help faculty take responsibility for their intellectual and professional lives. Membership can range from 20 to 100…

  12. English Language Learners and Their Academic Progress: 2010-2011

    ERIC Educational Resources Information Center

    Shneyderman, Aleksandr

    2012-01-01

    This is the 2010-11 annual report on the academic progress of English language learners in the Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL) in the Miami-Dade County Public Schools (M-DCPS); (2) Provide data regarding ELL…

  13. The Work of Management Academics: An English Language Perspective

    ERIC Educational Resources Information Center

    Tietze, Susanne

    2008-01-01

    This paper investigates the influence of the English language on the work of management academics. They are seen as knowledge workers in the context of business and management, who have to be able to use the English language in such ways to pursue successfully and competently the main purpose of their work--the generation, dissemination and…

  14. Parenting and Academic Development

    ERIC Educational Resources Information Center

    Morrison, Frederick J.

    2009-01-01

    The four articles in this issue exemplify several exciting trends in the ongoing effort to understand the nature and sources of children's academic trajectories. Particularly noteworthy is the common thread of searching for key parenting and child mediators of the connection between parental educational accomplishments and child outcomes. In an…

  15. Efficiency of English for Academic Purposes Activity in Students' Language Education: Developing the System of External and Internal Perspectives

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

    The paradigm change from an input based teaching/learning process to an outcome based process (D. Bluma, 2008, p. 673) reveals efficiency of contribution applied to enhance students' learning outcomes to become particularly important for the development of education and culture change in the constantly changing environment. Aim of the research is…

  16. Language Background and Early Academic Achievement: Disentangling Language-Minority Status, Social Background, and Academic Engagement. CSE Technical Report 679

    ERIC Educational Resources Information Center

    Paret, Marcel

    2006-01-01

    Research shows that language-minority students both do poorly on standardized tests, and receive low academic ratings from their teachers (August & Hakuta, 1998). Explanations for the low performance, however, are limited. This is at least partially due to the fact that language-minority status is intimately entangled with issues related to…

  17. Developing New Academic Developers: Doing before Being?

    ERIC Educational Resources Information Center

    Kensington-Miller, Barbara; Brailsford, Ian; Gossman, Peter

    2012-01-01

    A small group of new academic developers reflected on their induction into the profession and wondered if things could have been done differently. The researchers decided to question the directors of three tertiary academic development units about how they recruited new developers, what skills and competences they looked for and how they inducted…

  18. Language and the Developing Brain.

    ERIC Educational Resources Information Center

    Eliot, Lise

    2001-01-01

    Discusses the centers of language in the brain and the critical period for language acquisition. Explains developmental milestones of language development--receptive language, babbling, short phrases, full sentences--in the context of brain development. Emphasizes parents' role in language development, including talking to the child, dialogic…

  19. Theory to Practice: Cultivating Academic Language Proficiency in Developmental Reading Classrooms

    ERIC Educational Resources Information Center

    Neal, Heather N.

    2015-01-01

    Academic language plays a key role in reading comprehension, disciplinary thinking, and overall academic success. However, many approaches to teaching academic language, such as a focus on academic vocabulary, overlook other language features that can pose challenges for students. Systemic Functional Linguistics (SFL), arguably one of the three…

  20. Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students' Language Needs

    ERIC Educational Resources Information Center

    Freking, Frederick; Park, Jaime; Francois, Annamarie

    2015-01-01

    This article describes how a teacher-education program (TEP), whose mission is to improve schooling for linguistically diverse students, develops its' teacher candidate's critical dispositions and pedagogy related to academic-language (AL) development and how candidate performance on PACT can help TEPs better assess and improve how AL…

  1. Delayed Speech or Language Development

    MedlinePlus

    ... to Know About Zika & Pregnancy Delayed Speech or Language Development KidsHealth > For Parents > Delayed Speech or Language ... your child is right on schedule. Normal Speech & Language Development It's important to discuss early speech and ...

  2. Written Language and Psychological Development.

    ERIC Educational Resources Information Center

    Scinto, Leonard F. M.

    The concern of this book is to examine written language and its relation to what is ordinarily understood by the term oral language, the process of its acquisition, and the place of written language in the process of mental development. The eight chapters (1) examine the relation of written language to oral language and trace the phonocentric…

  3. Language and Development.

    ERIC Educational Resources Information Center

    Crooks, Tony, Ed.; Crewes, Geoffrey, Ed.

    A selection of papers presented at an international conference on the role of language in economic and social development includes: "Changing Paradigms: The Project Approach" (John McGovern); "Team Development of ELT Projects: A Case Study" (William M. Martin, Lynn P. Balabanis); "The Roles of Insiders and Outsiders in Evaluating English Language…

  4. Six principles of language development: implications for second language learners.

    PubMed

    Konishi, Haruka; Kanero, Junko; Freeman, Max R; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy

    2014-01-01

    The number of children growing up in dual language environments is increasing in the United States. Despite the apparent benefits of speaking two languages, children learning English as a second language (ESL) often face struggles, as they may experience poverty and impoverished language input at home. Early exposure to a rich language environment is crucial for ESL children's academic success. This article explores how six evidenced-based principles of language learning can be used to provide support for ESL children. PMID:25090017

  5. Effect of Foreign Language Classroom Anxiety on Turkish University Students' Academic Achievement in Foreign Language Learning

    ERIC Educational Resources Information Center

    Tuncer, Murat; Dogan, Yunus

    2015-01-01

    This study was carried out in order to identify to what extent the Turkish students' English classroom anxiety affects their academic achievement in English language. In this quantitative descriptive study, a correlational survey model was employed, and the convenience sampling was done. In order to collect data, the Foreign Language Classroom…

  6. Paper Partners: A Peer-Led Talk-Aloud Academic Writing Program for Students Whose First Language of Academic Study Is Not English

    ERIC Educational Resources Information Center

    Vechter, Andrea; Brierley, Christopher

    2009-01-01

    This article examines the Paper Partners program at Ryerson University, Toronto. This peer-mentoring program was developed to support the academic writing skills of students whose first language of academic study was not English. The program integrated a team of student-facilitators, a talk-aloud co-editing process, and a reflective feedback…

  7. The Effect of Blended Learning Approach on Fifth Grade Students' Academic Achievement in My Beautiful Language Textbook and the Development of Their Verbal Creative Thinking in Saudi Arabia

    ERIC Educational Resources Information Center

    Al-Madani, Feras Mohammed

    2015-01-01

    This study aims at investigating the effect of Blended Learning approach compared to the traditional learning approach on fifth grade students' achievement in My Beautiful Language Textbook and the development of their verbal creative thinking. The study consisted of 49 students among which 25 are males in the Experimental Group and 24 females in…

  8. Chatting in Paragraphs: Towards Academic Discourse in Foreign Language Chat

    ERIC Educational Resources Information Center

    Mendelson, Adam

    2012-01-01

    This paper presents a case study of an individual student's increasing approximation of academic discourse during a third-semester Spanish class that included chat-based instruction. During both chat-based activities and oral discussions in class, the student's language use became increasingly characterized by longer turns and the use of…

  9. ESL Learners, Writing and the Acquisition of Academic Language.

    ERIC Educational Resources Information Center

    Moore, Rashid A.; Zainuddin, Hanizah

    Most research conducted on the amount of time English language learners (ELLs) require for the acquisition of academic English suggests that 4-10 years are required to be near or on par with fully proficient English (FEP) peers. In this study, data from three administrations (1999, 2000, and 2001) of the FCAT writing test of the Florida Writing…

  10. Defense Intelligence: Foreign Area/Language Needs and Academe.

    ERIC Educational Resources Information Center

    SRI International, Menlo Park, CA.

    The Department of Defense's (DOD) need for foreign language/area expertise was assessed, along with opportunities for the academic community to supplement government training. In addition to interviewing intelligence managers, questionnaires were administered to defense analysts to determine their background, training, and use of external…

  11. Assessing Academic Writing in Foreign and Second Languages

    ERIC Educational Resources Information Center

    Cumming, Alister

    2009-01-01

    Academic writing and education in foreign and second languages both have lengthy histories. Their histories have diverged but also intersected. Matsuda (2005), for example, described the convergence in policies that led to a distinctive discipline of "L2 writing" in higher education in the U.S.A. during the latter part of the 20th century.…

  12. Indiana's Academic Standards: 12th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following…

  13. Indiana's Academic Standards: 10th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  14. Indiana's Academic Standards: 9th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  15. Indiana's Academic Standards: 11th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  16. A Neuroscientific Perspective on Second Language Learning and Academic Achievement.

    ERIC Educational Resources Information Center

    Hawson, Anne

    It is proposed that research on neurological organization, cognitive psychology, and artificial intelligence can contribute to understanding the relationship between second language learning processes and academic achievement. Relevant research in these areas and in the field of neurolinguistics is reviewed, with several themes or topics…

  17. Corporate Versus Academic Perceptions of the Need for Language Fluency.

    ERIC Educational Resources Information Center

    Vande Berg, Camille Kennedy

    1997-01-01

    Discusses the academic emphasis on students acquiring fluency in a second language to foster their advancement in the business world of international commerce. Notes that human resource experts in U.S.-based international corporations often give a low priority to linguistic fluency and emphasize the need for cultural expertise. (Seven references)…

  18. Genre and Second-Language Academic Writing

    ERIC Educational Resources Information Center

    Paltridge, Brian

    2014-01-01

    The term "genre" first came into the field of second-language (L2) writing and, in turn, the field of English for specific purposes (ESP) in the 1980s, with the research of John Swales, first carried out in the UK, into the introduction section of research articles. Other important figures in this area are Tony Dudley-Evans, Ann Johns…

  19. The Crosslinguistic Role of Cognitive Academic Language Proficiency on Reading Growth in Spanish and English

    ERIC Educational Resources Information Center

    Laija-Rodriguez, Wilda; Ochoa, Salvador Hector; Parker, Richard

    2006-01-01

    The Office of Civil Rights (2001) and the No Child Left Behind Act of 2001 (Antunez, 2003) mandate that language proficiency and academic achievement be measured in order to provide equal educational opportunities to English language learners and have an accountability system for their language and academic growth. The Cognitive Academic Language…

  20. A Triangulated Study of Academic Language Needs of Iranian Students of Computer Engineering: Are the Courses on Track?

    ERIC Educational Resources Information Center

    Atai, Mahmood Reza; Shoja, Leila

    2011-01-01

    Even though English for Specific Academic Purposes (ESAP) courses constitute a significant part of the Iranian university curriculum, curriculum developers have generally developed the programs based on intuition. This study assessed the present and target situation academic language needs of undergraduate students of computer engineering. To this…

  1. Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary

    ERIC Educational Resources Information Center

    August, Diane; Artzi, Lauren; Barr, Christopher

    2016-01-01

    The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than…

  2. Jump-Starting Language and Schema for English-Language Learners: Teacher-Composed Digital Jumpstarts for Academic Reading

    ERIC Educational Resources Information Center

    Rance-Roney, Judith

    2010-01-01

    Teacher-composed digital stories can assist an English-language learner in accessing academic reading while aiding in the learner's acquisition of academic language. Acknowledging the synergy between oral language and reading comprehension for English learners, every teacher of reading to English learners must also be a teacher of oral and aural…

  3. The Effects of English/Language Arts Academic Vocabulary Alignment on Elementary Student Vocabulary Knowledge

    ERIC Educational Resources Information Center

    Elkins, Stacey Michelle

    2012-01-01

    The purpose of this study was to provide professional development in vocabulary instructional practices and analyze the impact on student achievement. This quasi-experimental study utilized the PLC to curriculum map English/Language Arts state academic vocabulary words in K-4 into each of the four nine-weeks. The first through fourth grade…

  4. Foreign Language Professional Communicative Competence as a Component of the Academic Science Teacher's Professional Competence

    ERIC Educational Resources Information Center

    Valeeva, Roza A.; Baykova, Olga V.; Kusainov, Askarbek K.

    2016-01-01

    The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The communicative competence of an academic science teacher under the conditions of international cooperation development is of great importance. The article discusses the problem of…

  5. [Origin and language development].

    PubMed

    Segovia de Arana, José María

    2010-01-01

    Since its inception the language of humanity was spoken to communicate with those who were coming in the immediate environment. When writing appeared, there was a great evolution since the ideas could be passed at a distance, which made possible the organization of communities, cities, empires, and so on. And the development of literature, science, and the arts. The progress of humanity became more apparent with the discovery of printing and distributing books that were saved ideas, words written by different authors that could be known by reading. Another major advance came with the chance to hear the human voice, spoken language, not just those in the vicinity of the speaker itself is not remotely over the telephone, radio or television. Even it is possible to hear the words of dead people. The last and extraordinary step in spreading the language they are giving the latest computer technology over the Internet in which the possibilities of information and collection of written ideas are virtually endless. In this situation, which has recently started not stop thinking about the danger to the book as a depository and jealous guardian of culture, art, science and history and has personally been targeted by every human being his books or his lack thereof. From the fundamental discoveries of Broca's and Wernicke, progress has been made in the brain language processing. The knowledge and measurement of brain activity in normal subjects has advanced gracais the incorporation of modern methods of diagnostic imaging: PET, functional magnetic resonance imaging (MRI) and magnetoencephalography (MEG). It is expected to go much further with the application of these techniques in experimental models of various neurological diseases and more sophisticated linguistic analysis. PMID:22263343

  6. Language Development: 2 Year Olds

    MedlinePlus

    ... Stages Listen Español Text Size Email Print Share Language Development: 2 Year Olds Page Content Article Body ... Pay attention to how he also is using language to describe ideas and information and to express ...

  7. Evaluating an academic writing program for nursing students who have English as a second language.

    PubMed

    Weaver, Roslyn; Jackson, Debra

    2011-01-01

    Academic writing skills are essential to the successful completion of preregistration nursing programs, yet the development of such skills is a challenge for many nursing students, particularly those who speak English as a second language (ESL). It is vital to develop and evaluate strategies that can support academic writing skills for ESL nursing students. This qualitative study evaluated a four-day academic writing intervention strategy designed to support ESL first-year nursing students. Data from the program showed two major areas of difficulty for participants relating to academic writing: problems understanding course content in English, and problems expressing their understanding of that content in English. The participants noted a key benefit of this program was the provision of individual feedback. Programs such as this intervention successfully meet the demands of ESL nursing students, although ongoing support is also needed. PMID:21854244

  8. The Challenge of Deliberation for Academic Development

    ERIC Educational Resources Information Center

    Kandlbinder, Peter

    2007-01-01

    Academic developers work in a political space between university decision-makers and the academic community, a gap that Marginson and Considine (2000) showed is becoming increasingly wide. In this essay, the author suggests that academic developers might learn from the notion of "deliberation", a notion that has been used extensively in recent…

  9. Using Sentence Frames to Develop Academic Vocabulary for English Learners

    ERIC Educational Resources Information Center

    Donnelly, Whitney Bray; Roe, Christopher J.

    2010-01-01

    Often, English-language development (ELD) is taught during a dedicated time of the school day. There is often a mismatch between the content of ELD and the lessons taught during core instruction provided during the remainder of the day. During core instruction, teachers use specially designed academic instruction in English strategies to ensure…

  10. Research on Academic Literacy Development in Sheltered Instruction Classrooms

    ERIC Educational Resources Information Center

    Short, Deborah J.; Echevarria, Jana; Richards-Tutor, Catherine

    2011-01-01

    This article describes an extended program of research in sheltered instruction and the effects on the academic literacy development of English language learners. It also highlights the challenges of scaling up an instructional intervention. The intervention was the Sheltered Instruction Observation Protocol (SIOP) Model, an approach that teaches…

  11. Academic and Personal Development through Group Work: An Exploratory Study

    ERIC Educational Resources Information Center

    Steen, Sam

    2011-01-01

    This exploratory study linked academic and personal development within a group counseling intervention. A pre-test post-test research design compared social skills, learning behaviors, and achievement with a convenience sample and control group of students from three elementary schools. For the treatment group, grade point average in Language Arts…

  12. Core Academic Language Skills: Moving beyond Vocabulary Knowledge to Predict Reading Comprehension

    ERIC Educational Resources Information Center

    Uccelli, Paola; Galloway, Emily Phillips; Kim, Ha Yeon; Barr, Christopher D.

    2015-01-01

    Despite a longstanding awareness of academic language as a pedagogically-relevant research area, the construct of academic language proficiency--understood as a more comprehensive set of skills than just academic vocabulary--has remained only vaguely specified. This study examines the potential--for both research and practice--of a more inclusive…

  13. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    ERIC Educational Resources Information Center

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  14. Long-Term English Language Learners' Perceptions of Their Language and Academic Learning Experiences

    ERIC Educational Resources Information Center

    Kim, Won Gyoung; García, Shernaz B.

    2014-01-01

    Long-term, adolescent English language learners (ELLs) experience persistent academic underachievement in spite of several years of schooling; yet, the research on this topic is scant. To increase our understanding of these students' educational experiences, we explored perceptions of 13 long-term ELLs about their schooling in the context of…

  15. Investigating Correspondence between Language Proficiency Standards and Academic Content Standards: A Generalizability Theory Study

    ERIC Educational Resources Information Center

    Lin, Chih-Kai; Zhang, Jinming

    2014-01-01

    Research on the relationship between English language proficiency standards and academic content standards serves to provide information about the extent to which English language learners (ELLs) are expected to encounter academic language use that facilitates their content learning, such as in mathematics and science. Standards-to-standards…

  16. "Words that Hold Us up": Teacher Talk and Academic Language in Five Upper Elementary Classrooms

    ERIC Educational Resources Information Center

    Ernst-Slavit, Gisela; Mason, Michele R.

    2011-01-01

    This study investigates the oral academic language used by English as a second language prepared teachers during content area instruction in five upper elementary classrooms in the United States. Using ethnographic and sociolinguistic perspectives the authors examine the oral, academic language exposure students received from their teachers during…

  17. A Template Analysis of Teacher Agency at an Academically Successful Dual Language School

    ERIC Educational Resources Information Center

    Ray, Juliet M.

    2009-01-01

    Evidence suggests that dual language (DL) programs have the potential to foster both significant academic achievement and increased cultural awareness in the students they serve. As such, DL programs offer both language majority and language minority learners the opportunity to reach advanced levels of academic achievement. Nonetheless, the…

  18. A Snapshot of Teacher Candidates' Readiness for Incorporating Academic Language in Lesson Plans

    ERIC Educational Resources Information Center

    Lim, Woong; Moseley, Lauren Jeneva; Son, Ji-Won; Seelke, John

    2014-01-01

    With the national rollout of edTPA that champions language supports in content lessons, there is a renewed interest in academic language across disciplines and related pedagogy in the U.S. This study examines current knowledge of academic language demonstrated by teacher candidates at middle grades. An analysis (n = 42) of teacher candidates'…

  19. Measuring Language Dominance and Bilingual Proficiency Development of Tarahumara Children.

    ERIC Educational Resources Information Center

    Paciotto, Carla

    This paper examines the language dominance and oral bilingual proficiency of Tarahumara-Spanish speaking students from Chihuahua, Mexico, within the framework of Cummins' model of bilingual proficiency development. Cummins' model distinguishes between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency…

  20. Academic Language Socialization in High School Writing Conferences

    ERIC Educational Resources Information Center

    Gilliland, Betsy

    2014-01-01

    This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author…

  1. Infant and Toddler Language Development.

    ERIC Educational Resources Information Center

    Fox, Jill Englebright

    A child's need for formal communication may be as much an emotional need as a cognitive need. Several theories attempt to explain children's language development, including the theories developed by B. F. Skinner, Noam Chomsky, and J. Bruner. Most children typically follow a standard sequence of language development: crying and cooing, babbling,…

  2. Oral Language Development

    ERIC Educational Resources Information Center

    Honig, Alice Sterling

    2007-01-01

    Language is a fantastic gift: it empowers humans to create new ways of speaking with, for and to others about any topic or experience. Language is a rule-governed, meaningful communication system. It is a symbol system, where a word or phrase stands for or represents something else that can be touched, thought about, seen, heard, felt, done,…

  3. Developing Socially Responsible Leaders in Academic Settings

    ERIC Educational Resources Information Center

    Cauthen, T. W., III

    2016-01-01

    This chapter begins the exploration of what leadership education is through examining the relationship between educational involvement and academic autonomy in the development of socially responsible leaders.

  4. Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students

    NASA Astrophysics Data System (ADS)

    Chang, Sandy Ming-San

    As an initial step toward understanding which features of academic language make science-based expository text difficult for students with different English language proficiency (ELP) designations, this study investigated fifth-grade students' thoughts on text difficulty, their knowledge of the features of academic language, and the relationship between academic language and reading comprehension. Forty-five fifth-grade students participated in the study; 18 students were classified as English language learners (ELLs) and 27 students were fluent-English speakers. Participants read two science passages, answered comprehension questions, and engaged in a retrospective interview which probed their knowledge on the academic language features of vocabulary, grammar, and discourse. Qualitative analysis was used to code students' thoughts about the challenges to reading comprehension and to identify the challenges that were related to academic language. Quantitative analyses were conducted to examine whether students' knowledge of academic language features and reading comprehension differed by students' ELP designations, as well as to investigate the relationship between students' knowledge of academic language features and reading comprehension. Results for the qualitative analysis revealed that students found difficult vocabulary, reading abilities, and prior knowledge as the greatest challenges to comprehending the science passages. Results from the quantitative analyses indicated that ELL students' knowledge of academic vocabulary, grammar, discourse knowledge, and reading comprehension (as measured by multiple-choice questions) were significantly lower than the fluent-English speaking students. The results also indicated that vocabulary, not grammar or discourse features, was significantly related to students' comprehension scores. The results have implications for understanding the features of academic language that influence students' comprehension of expository

  5. Developing Language in Digital Natives

    ERIC Educational Resources Information Center

    Badia, Ingrid C.

    2011-01-01

    The Foreign Language in the Elementary Schools (FLES) program in Fairfax County Public Schools (FCPS) provides an opportunity for all students in an elementary school to learn a world language at an early age with a focus on developing students' communicative competence. Technology plays a major role in helping students develop communicative…

  6. Aerospace Activities and Language Development

    ERIC Educational Resources Information Center

    Jones, Robert M.; Piper, Martha

    1975-01-01

    Describes how science activities can be used to stimulate language development in the elementary grades. Two aerospace activities are described involving liquid nitrogen and the launching of a weather balloon which integrate aerospace interests into the development of language skills. (BR)

  7. English Language Development in Tunisia.

    ERIC Educational Resources Information Center

    Daoud, Mohamed

    1996-01-01

    Describes English language policy decisions and implementation strategies in Tunisia and highlights the problems accompanying them. The article emphasizes that Tunisia has entered a critical stage in the promotion of English as the language of economic, scientific, and technological development and that the educational system must develop programs…

  8. Developing Professional-Level Language Proficiency.

    ERIC Educational Resources Information Center

    Leaver, Betty Lou, Ed.; Shekhtman, Boris, Ed.

    This collection of papers examines approaches to teaching near-native ability in foreign languages. The 13 papers focus on the following: (1) "Principles and Practices in Teaching Superior-Level Language Skills: Not Just More of the Same" (Betty Lou Leaver and Boris Shekhtman); (2) "Toward Academic Level Foreign Language Abilities: Reconsidering…

  9. The Challenging Academic Development (CAD) Collective

    ERIC Educational Resources Information Center

    Peseta, Tai

    2005-01-01

    This article discusses the Challenging Academic Development (CAD) Collective and describes how it came out of a symposium called "Liminality, identity, and hybridity: On the promise of new conceptual frameworks for theorising academic/faculty development." The CAD Collective is and represents a space where people can open up their contexts and…

  10. The Birth and Death of Academic Development?

    ERIC Educational Resources Information Center

    Baume, Carole; Baume, David

    2013-01-01

    In this article, the authors use their own collective half century's experience of academic development to review the nature and evolution of the profession. They argue that, having risen from a peripheral and largely individual activity to a sometimes central and sometimes highly valued activity, academic development may achieve its…

  11. Forms of Knowing and Academic Development Practice

    ERIC Educational Resources Information Center

    Clegg, Sue

    2009-01-01

    Academic development has emerged as an important new site of practice in higher education internationally over the past 40 years, and has been influential in shaping the terms of debate about teaching and learning in higher education. Academic development has shifted its focus from the individual teacher to strategic interventions at institutional…

  12. Language Development in Social Studies.

    ERIC Educational Resources Information Center

    Nelson, Lloyd; Phillips, Rick

    1987-01-01

    Describes a program in a tenth-grade geography class for helping students who speak English as a second language develop better writing skills. Specifically examines the use of English as a second language (ESC) teaching techniques to accomplish this task. (RKM)

  13. The Academic English Language Needs of Industrial Design Students in UiTM Kedah, Malaysia

    ERIC Educational Resources Information Center

    Adzmi, Nor Aslah; Bidin, Samsiah; Ibrahim, Syazliyati; Jusoff, Kamaruzaman

    2009-01-01

    The purpose of this study was to analyse the academic English language lacks and needs of Industrial Design students in Universiti Teknologi MARA Kedah (UiTM). It highlights the lacks and needs for English for Academic Purposes in helping the students to succeed in the program through the usage of English language. The research tools used were in…

  14. A Proposed Pedagogical Approach for Preparing Teacher Candidates to Incorporate Academic Language in Mathematics Classrooms

    ERIC Educational Resources Information Center

    Lim, Woong; Stallings, Lynn; Kim, Dong Joong

    2015-01-01

    The purpose of this article is to present issues related to prioritizing academic language in teaching performance assessments and to propose a pedagogical approach that prepares middle grades mathematics teacher candidates to teach academic language. Based on our experience with teacher candidates and our knowledge of edTPA standards involving…

  15. Genre-Based Curricula: Multilingual Academic Literacy in Content and Language Integrated Learning

    ERIC Educational Resources Information Center

    Lorenzo, Francisco

    2013-01-01

    This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language…

  16. Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

    ERIC Educational Resources Information Center

    Henrichs, Lotte F.; Leseman, Paul P. M.

    2014-01-01

    Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over…

  17. The Academic and Functional Academic Skills of Youth Who Are at Risk for Language Impairment in Residential Care

    ERIC Educational Resources Information Center

    Hagaman, Jessica L.; Trout, Alexandra L.; DeSalvo, Cathy; Gehringer, Robert; Epstein, Michael H.

    2010-01-01

    Purpose: Undiagnosed language impairment (LI) for youth in residential care is a concern as similar populations have shown elevated levels of language delays. Therefore, the purposes of this study were to identify the percentage of youth in residential care who are at risk for LI and to compare the demographic, academic achievement, and functional…

  18. Challenges Facing Chinese Academic Staff in a UK University in Terms of Language, Relationships and Culture

    ERIC Educational Resources Information Center

    Hsieh, Hui-hua

    2012-01-01

    The recruitment of international academic staff is viewed as one of the strategies to internationalise the universities. International academic staff, however, usually encounter many challenges when in a foreign context. This study aims to investigate the challenges of Chinese academic staff teaching in the UK in terms of language, relationships…

  19. A longitudinal study on children's music training experience and academic development.

    PubMed

    Yang, Hua; Ma, Weiyi; Gong, Diankun; Hu, Jiehui; Yao, Dezhong

    2014-01-01

    This study examined the relation between long-term music training and child development based on 250 Chinese elementary school students' academic development of first language (L1), second language (L2), and mathematics. We found that musician children outperformed non-musician children only on musical achievement and second language development. Additionally, although music training appeared to be correlated with children's final academic development of L1, L2, and mathematics, it did not independently contribute to the development of L1 or mathematical skills. Our findings suggest caution in interpreting the positive findings on the non-musical cognitive benefits of music learning. PMID:25068398

  20. Activities to Encourage Speech and Language Development

    MedlinePlus

    ... and Swallowing / Development Activities to Encourage Speech and Language Development Birth to 2 Years Encourage your baby ... or light) of the packages. Typical Speech and Language Development Learning More Than One Language Adult Speech ...

  1. Academic Branch Libraries: Assessment and Collection Development

    ERIC Educational Resources Information Center

    Poole, Julie

    2009-01-01

    An ongoing project at Mercer University's Regional Academic Center Libraries illustrates how utilizing established assessment guidelines, stakeholder input, and a clear understanding of audience and curriculum needs may all be used to optimize a collection. Academic branch libraries often have clear collection development limitations in terms of…

  2. Academic Libraries and Regional Economic Development.

    ERIC Educational Resources Information Center

    Fiscella, Joan B.; Ringel, Joan D.

    Academic libraries should follow the practice adopted by some academic institutions during recent periods of economic scarcity and develop economic and political ties with the business community, a partnership that could provide genuine benefits for members of the business community, elected officials, and academia. An example of such cooperation…

  3. Software development without languages

    NASA Technical Reports Server (NTRS)

    Osborne, Haywood S.

    1988-01-01

    Automatic programming generally involves the construction of a formal specification; i.e., one which allows unambiguous interpretation by tools for the subsequent production of the corresponding software. Previous practical efforts in this direction have focused on the serious problems of: (1) designing the optimum specification language; and (2) mapping (translating or compiling) from this specification language to the program itself. The approach proposed bypasses the above problems. It postulates that the specification proper should be an intermediate form, with the sole function of containing information sufficient to facilitate construction of programs and also of matching documentation. Thus, the means of forming the intermediary becomes a human factors task rather than a linguistic one; human users will read documents generated from the specification, rather than the specification itself.

  4. Effective Strategies for Developing Academic English: Professional Development and Teacher Practices

    ERIC Educational Resources Information Center

    Bowers, Erica; Fitts, Shanan; Quirk, Mathew; Jung, Woo

    2010-01-01

    The development of academic English and advanced literacy is crucial for student success, especially for English language learners. In this study, researchers used a survey to investigate which instructional strategies 108 fourth- and fifth-grade teachers learned in professional development and found to be effective for providing English learners…

  5. Strategic Leadership in Academic Development

    ERIC Educational Resources Information Center

    Blackmore, Paul; Blackwell, Richard

    2006-01-01

    The nature of academic work is changing rapidly, with moves towards professionalisation taking place against a background of fragmentation. Indeed, some aspects of professionalisation may have a fragmenting effect. It is suggested that there remains considerable value in the idea of an integrated faculty role. Noting that leaders in staff…

  6. Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association with Reading Comprehension

    ERIC Educational Resources Information Center

    Uccelli, Paola; Galloway, Emily Phillips; Barr, Christopher D.; Meneses, Alejandra; Dobbs, Christina L.

    2015-01-01

    Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language…

  7. Assessment Development Guidebook for Teachers of English Language Learners.

    ERIC Educational Resources Information Center

    Martinez, Robert D.

    Intended for classroom teachers who have English Language Learners (ELLs--non-native speakers of English who are experiencing difficulty in learning academic content), this guidebook provides criteria to be included in the development of performance-based assessment tasks. It assists classroom teachers to develop assessments to: determine whether…

  8. Predicting Academic Performance in Children with Language Impairment: The Role of Parent Report

    ERIC Educational Resources Information Center

    Hall, Nancy E.; Segarra, Veronica Rosa

    2007-01-01

    This study examines the ability of preschool speech-language measures and parent report in predicting later academic performance. Preschool measures of speech, language and communication for 35 children with language impairment were analyzed for their ability to predict reading, writing, spelling, and mathematics in these same children at age…

  9. Adult ESL in Higher Education: Balancing Academic Learning, Speech Science and English Language Arts.

    ERIC Educational Resources Information Center

    Buttaro, Lucia

    2004-01-01

    Replicating earlier studies, 66 English as a second language speech students at a community college undertook content-based second language learning in psychology, sociology, and history. End-of-semester assessments showed they had improved second-language confidence and learned academic subject matter; most agreed sheltered courses were a useful…

  10. Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students

    ERIC Educational Resources Information Center

    Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica

    2013-01-01

    Beyond mechanics and spelling conventions, academic writing requires progressive mastery of advanced language forms and functions. Pedagogically useful tools to assess such language features in adolescents' writing, however, are not yet available. This study examines language predictors of writing quality in 51 persuasive essays produced by high…

  11. Supporting Academic Growth for Educators: English Language Arts.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge.

    Developed through the collaborative efforts of cohorts of English Language Arts (ELA) educators from across Louisiana, this publication is based on core concepts identified in regional, consortia, and/or district-level ELA curricular documents submitted to the Department of Education. The publication includes key components of the Teacher's Guide…

  12. Double threshold in bi- and multilingual contexts: preconditions for higher academic attainment in English as an additional language

    PubMed Central

    Lechner, Simone; Siemund, Peter

    2014-01-01

    Bi- and multilingualism has been shown to have positive effects on the attainment of third and additional languages. These effects, however, depend on the type of bi- and multilingualism and the status of the languages involved (Cenoz, 2003; Jessner, 2006). In this exploratory trend study, we revisit Cummins' Threshold Hypothesis (1979), claiming that bilingual children must reach certain levels of attainment in order to (a) avoid academic deficits and (b) allow bilingualism to have a positive effect on their cognitive development and academic attainment. To this end, we examine the attainment of English as an academic language of 16-years-old school children from Hamburg (n = 52). Our findings support the existence of thresholds for literacy attainment. We argue that language external factors may override positive effects of bilingualism. In addition, these factors may compensate negative effects attributable to low literacy attainment in German and the heritage languages. We also show that low attainment levels in migrant children's heritage languages preempt high literacy attainment in additional languages. PMID:24926277

  13. Developing Integrated Curricula: Academic and Vocational Cooperation.

    ERIC Educational Resources Information Center

    Barbieri, Marty J.; Wircenski, Jerry L.

    1990-01-01

    A University of North Texas project used a team approach to develop a curriculum integrating academic subjects into vocational curricula. Ten teachers cooperated on integrated junior high/middle school lesson plans and classroom support activities. (JOW)

  14. The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons

    ERIC Educational Resources Information Center

    Anderson, Alida; Loughlin, Sandra M.

    2014-01-01

    Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N =…

  15. Identifying Teaching Groups as a Basis for Academic Development

    ERIC Educational Resources Information Center

    Heinrich, Eva

    2015-01-01

    Academic development recognizes the strengths of communities, such as communities of practice or learning communities, in providing academics with supportive environments for the development of teaching. The problem academic development faces is that not enough academics are involved in these communities. Instead of trying to interest academics in…

  16. EFL Writers' Social Networks: Impact on Advanced Academic Literacy Development

    ERIC Educational Resources Information Center

    Ferenz, Orna

    2005-01-01

    For non-native English writers, second language (L2) advanced academic literacy encompasses knowledge of the rhetorical, linguistic, social and cultural features of academic discourse as well as knowledge of English as used by their academic disciplines. Literacy is acquired through a socialization process embedded in social practice, patterned by…

  17. Developing Language Via Visual Literacy.

    ERIC Educational Resources Information Center

    Feeley, Joan T.

    Elementary and secondary teachers are recognizing that today's children are products of a visual era who bring visual literacy to their school language learning. Visual resources may be developed and used as a valuable motivational technique. The following programs utilizing this approach are outlined: Dorothy Lopez' development of polaroid…

  18. Developmental Diversity in the Academic Language-Learning Experiences of Adult English as a Second or Other Language Learners: A Constructive-Developmental Study

    ERIC Educational Resources Information Center

    Ouellette-Schramm, Jennifer R.

    2016-01-01

    Academic language is a challenging yet increasingly important skill for Adult Basic Education/English as a Second or Other Language learners. Related to academic language learning is an adult's developmental perspective. Developmental perspectives have been shown to vary in adulthood and shape qualitatively distinct ways of reasoning and learning…

  19. THE DEVELOPMENT OF LANGUAGE.

    ERIC Educational Resources Information Center

    MCNEILL, DAVID

    THIS IS THE FIRST MAJOR SECTION OF A CHAPTER PREPARED FOR "THE MANUAL OF CHILD PSYCHOLOGY," P.H. MUSSEN, EDITOR, IN PREPARATION. IT IS AN INTRODUCTION TO TRANSFORMATIONAL GRAMMAR WRITTEN FOR PSYCHOLOGISTS AND PRESENTS SOME OF THE MAJOR IDEAS THAT HAVE BEEN DEVELOPED IN MODERN LINGUISTIC THEORY, ALONG WITH CERTAIN OF THEIR PSYCHOLOGICAL…

  20. Language Ability Predicts the Development of Behavior Problems in Children

    PubMed Central

    Petersen, Isaac T.; Bates, John E.; D’Onofrio, Brian M.; Coyne, Claire A.; Lansford, Jennifer E.; Dodge, Kenneth A.; Pettit, Gregory S.; Van Hulle, Carol A.

    2013-01-01

    Prior studies have suggested, but not fully established, that language ability is important for regulating attention and behavior. Language ability may have implications for understanding attention-deficit hyperactivity disorder (ADHD) and conduct disorders, as well as subclinical problems. This article reports findings from two longitudinal studies to test (a) whether language ability has an independent effect on behavior problems, and (b) the direction of effect between language ability and behavior problems. In Study 1 (N = 585), language ability was measured annually from ages 7 to 13 years by language subtests of standardized academic achievement tests administered at the children’s schools. Inattentive-hyperactive (I-H) and externalizing (EXT) problems were reported annually by teachers and mothers. In Study 2 (N = 11,506), language ability (receptive vocabulary) and mother-rated I-H and EXT problems were measured biannually from ages 4 to 12 years. Analyses in both studies showed that language ability predicted within-individual variability in the development of I-H and EXT problems over and above the effects of sex, ethnicity, socioeconomic status (SES), and performance in other academic and intellectual domains (e.g., math, reading comprehension, reading recognition, and short-term memory [STM]). Even after controls for prior levels of behavior problems, language ability predicted later behavior problems more strongly than behavior problems predicted later language ability, suggesting that the direction of effect may be from language ability to behavior problems. The findings suggest that language ability may be a useful target for the prevention or even treatment of attention deficits and EXT problems in children. PMID:23713507

  1. Environmental Effects on Language Development.

    ERIC Educational Resources Information Center

    Birdsong, Carol

    A discussion of environmental variables in children's language development focuses on the impact on the child of his/her surroundings, and especially the adults (parents and other caregivers) with whom the child interacts. The paper reviews the related literature with attention to the following: the parents' responsibility for child language…

  2. Language Problems of Developing Nations.

    ERIC Educational Resources Information Center

    Fishman, Joshua A., Ed.; And Others

    Most of the papers in this collection were presented at a conference on language problems of the developing nations at Airlie House, Warrenton, Virginia in November 1966. This conference was one of the several organized and sponsored by the Committee on Sociolinguistics of the Social Science Research Council in its effort to promote…

  3. English Language and Literature Academic Group at the National Institute of Education, Singapore

    ERIC Educational Resources Information Center

    Lee, Benny P. H.

    2010-01-01

    The National Institute of Education in Singapore (which is part of the Nanyang Technological University) is the leading national pre-service and in-service teacher training tertiary institution. It offers diploma, undergraduate and postgraduate programmes. The academic departments are called Academic Groups (AGs). The English Language and…

  4. Publishing Strategies of Young, Highly Mobile Academics: The Question of Language in the European Context

    ERIC Educational Resources Information Center

    Anderson, Laurie

    2013-01-01

    This paper examines links between publishing strategies and the academic mobility of multilingual entry-level scholars in the European context against the backdrop of European Union (EU) policies and research on academic labor market characteristics, skilled migration and scholarly publishing. An analysis of language of publication, patterns of…

  5. Perceived Attachment Security to Father, Academic Self-Concept and School Performance in Language Mastery

    ERIC Educational Resources Information Center

    Bacro, Fabien

    2012-01-01

    This study examined the relations between 8-12-year-olds' perceived attachment security to father, academic self-concept and school performance in language mastery. One hundred and twenty two French students' perceptions of attachment to mother and to father were explored with the Security Scale and their academic self-concept was assessed with…

  6. Reading and Rhythm: Binding Language Arts and Music in an Academic Notebook

    ERIC Educational Resources Information Center

    Pearman, Cathy J.; Friedman, Tessa

    2009-01-01

    The use of an academic notebook in an elementary music classroom is an effective way of integrating language arts into music instruction while helping students to reflect and think critically about music. Academic notebooks are student-created tools that help organize and track learning while students gain conceptual knowledge. The notebooks are…

  7. Formal and Informal Academic Language Socialization of a Bilingual Child

    ERIC Educational Resources Information Center

    Cho, Hyonsuk

    2016-01-01

    This ethnographic case study examines a bilingual child's academic socialization in both formal and informal academic communities. The study follows a high-achieving, bilingual student in a public US elementary school, who paradoxically is seen as a slow learner in her Korean-American Sunday school. From the academic socialization and community of…

  8. Genes, Language Development, and Language Disorders

    ERIC Educational Resources Information Center

    Smith, Shelley D.

    2007-01-01

    Genetic factors are important contributors to language and learning disorders, and discovery of the underlying genes can help delineate the basic neurological pathways that are involved. This information, in turn, can help define disorders and their perceptual and processing deficits. Initial molecular genetic studies of dyslexia, for example,…

  9. Academic Knowledge Construction and Multimodal Curriculum Development

    ERIC Educational Resources Information Center

    Loveless, Douglas J., Ed.; Griffith, Bryant, Ed.; Bérci, Margaret E., Ed.; Ortlieb, Evan, Ed.; Sullivan, Pamela, Ed.

    2014-01-01

    While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. "Academic Knowledge Construction and Multimodal Curriculum Development" presents…

  10. Academic Development Is a Creative Act

    ERIC Educational Resources Information Center

    Budge, Kylie; Clarke, Angela

    2012-01-01

    This paper argues that academic development is a creative act. Creative acts have potential to inspire, critique, inform and in many cases to change. The creativity literature identifies a number of core features of creative acts that assist in developing independent creative practitioners. Those features are observing, attending to relationships,…

  11. Developing anatomical terms in an African language.

    PubMed

    Madzimbamuto, Farai Daniel

    2012-03-01

    Clinical and technical information imparted in most African languages involves inexact terminology and code switching, so it lacks the explanatory power characterised by the English language. African languages are absent in the tertiary science education environment and forums where African scientists could present scientific material in the medium of African languages. This limits the development of African languages in the scientific domain. There has recently been a trend in several African languages to develop and intellectualise them, especially in the field of medical sciences. The ChiShona language is used to explore the ability of an African language to develop new terminology, to name the vertebral skeleton and describe it scientifically. It uses word compounding to demonstrate terminology development. ChiShona has similarities with several hundred other Bantu languages in East, Central and Southern Africa. Advancing this language can promote similar developments in others, making them more explanatory for the lay public and health professionals. PMID:22380900

  12. Foreign Language Teachers' Perceptions of Students' Academic Skills, Affective Characteristics, and Proficiency: Replication and Follow-up Studies

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Ganschow, Leonore; Artzer, Marjorie E.; Siebenhar, David; Plageman, Mark

    2004-01-01

    Two studies explore the relationship between foreign language teachers' perceptions of their students' academic skills and affective characteristics and their native language skills, foreign language aptitude, and oral and written foreign language proficiency. In Study I (replication), students who scored significantly lower on native language and…

  13. Writing Strategy Instruction: Its Impact on Writing in a Second Language for Academic Purposes

    ERIC Educational Resources Information Center

    De Silva, Radhika

    2015-01-01

    Writing for academic purposes in a second/foreign language is a major challenge faced by many students at both secondary and tertiary levels. This suggests that displaying content knowledge and understanding of a subject through a second language is a very complex process. This article discusses the findings of a longitudinal intervention study…

  14. Speakers' Perceptions of Code Choice in a Foreign Language Academic Department

    ERIC Educational Resources Information Center

    Weninger, Csilla

    2007-01-01

    The focus of this paper is on speakers' rationalisations of their everyday linguistic choices as members of a multilingual academic department in the US. Given the monolingual macro-context, the myriad of native languages spoken by participants, and the professional stake in language competence, the question of how speakers arrive at language…

  15. Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom

    ERIC Educational Resources Information Center

    Kayi-Aydar, Hayriye

    2014-01-01

    Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication,…

  16. District Action Plan 2003-2008: Improving Academic Achievement in Reading, Math and Language Arts

    ERIC Educational Resources Information Center

    Guam Public School System, 2003

    2003-01-01

    The results of the SAT 9 tests administered to Guam students in grades 1, 3, 5, 7, 9, 10, and 11 have consistently indicated below average academic performance in the subjects of reading, math and language arts over the past decade of testing. To ensure that students attain the necessary skills and knowledge in reading, math, and language arts,…

  17. Foreign Language Skills and Academic Library Job Announcements: A Survey and Trends Analysis, 1966-2006

    ERIC Educational Resources Information Center

    Zhang, Li

    2008-01-01

    This study examines academic and research librarian positions that require foreign language skills. Technical and public services are most likely to require language knowledge, while administrator and system librarian positions are the least likely. Overall, the requirements show a continued rise until the mid-1980s and a declining trend after…

  18. Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers

    ERIC Educational Resources Information Center

    Kelly-Jackson, Charlease; Delacruz, Stacy

    2014-01-01

    This original pedagogical study captured three preservice teachers' experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers' use of visual literacy to teach…

  19. Foreign Language Education, Academic Performance, and Socioeconomic Status: A Study of California Schools

    ERIC Educational Resources Information Center

    Sung, Hyekyung; Padilla, Amado M.; Silva, Duarte M.

    2006-01-01

    This study examines various features of foreign language program offerings at 220 public high schools in California. Foreign language program features were examined in relation to the school's Academic Performance Index (API), the school's socioeconomic status (percentage of students eligible for free or reduced-price lunch), and percentage of…

  20. Quality Management of Academic Development Work: Implementation Issues and Challenges

    ERIC Educational Resources Information Center

    Gray, Kathleen; Radloff, Alex

    2006-01-01

    This paper summarises current ideas about the place of academic development in the twenty-first century university. It focuses on aligning the leadership and management of academic development work with the "ownership" of such work by its key stakeholders--teaching academics, university management and the wider academic development community--and…

  1. Mother-Adolescent Language Proficiency and Adolescent Academic and Emotional Adjustment Among Chinese American Families

    PubMed Central

    Benner, Aprile D.; Lau, Anna S.; Kim, Su Yeong

    2009-01-01

    This study examined the role of adolescents’ and mothers’ self-reports of English and heritage language proficiency in youth’s academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents’ heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in both the English and heritage language may confer advantages to Chinese American youth. PMID:19636729

  2. Building Academic Vocabulary in After-School Settings: Games for Growth with Middle School English-Language Learners

    ERIC Educational Resources Information Center

    Townsend, Dianna

    2009-01-01

    Adolescent English-language learners (ELLs) encounter increasingly difficult academic language as they progress through school. This article describes the design of an after-school intervention, Language Workshop, created to help middle school ELLs build their knowledge of academic vocabulary words. Evidence-based principles of vocabulary…

  3. An Exploration of Language Anxiety in L2 Academic Context for Chinese International Students in U.S. Universities

    ERIC Educational Resources Information Center

    Zhao, Qing

    2013-01-01

    This mix-methods study examined the language anxiety levels that the Chinese international students perceived in second language (L2) academic context at four universities in the northeastern region of the United States of America; it explored the impact of language anxiety that these students perceived on their academic learning; it also…

  4. Language Development for English Language Learners. Facilitator's Guide

    ERIC Educational Resources Information Center

    Rivera, Mabel O.; Moughamian, Ani; Francis, David J.

    2009-01-01

    This Facilitator's Guide has been prepared for presenters of the "Language Development for English Language Learners" professional development module. It accompanies the 67-slide PowerPoint presentation with speaker's notes and contains materials to help prepare for a professional development session, including activity instructions, handouts,…

  5. Language Development: The Key to Learning.

    ERIC Educational Resources Information Center

    Jones, Morris Val, Ed.

    Ways in which young children can and do develop language ability are discussed by experts in this collection of papers written by speech and language professionals. This book is designed to help educators and allied professionals guide children through the process of language acquisition in their early language forming years. Practical information…

  6. Maintaining and Developing Indigenous Languages.

    ERIC Educational Resources Information Center

    Reyhner, John

    Dr. Joshua Fishman, a world renowned sociolinguist and expert on endangered languages, postulates a continuum of eight stages of language loss for indigenous languages. The most-endangered languages are in stage 8 and only have a few elderly speakers. In stage 7 only adults beyond child-bearing age still speak the tribal language. In stage 6 there…

  7. Actors and Agency in Academic Language Policy and Planning

    ERIC Educational Resources Information Center

    Fenton-Smith, Ben; Gurney, Laura

    2016-01-01

    Nearly two decades have passed since Kaplan and Baldauf [1997. "Language planning from practice to theory." Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a…

  8. Academic Leadership Development: A Case Study.

    PubMed

    Berman, Audrey

    2015-01-01

    A dean at a private school of nursing implemented a leadership development program for early- to mid-career nursing faculty consisting of one 4-hour evening session per academic quarter for 7 quarters. Eight faculty members who had expressed interest in assuming a leadership role or been recommended by their supervisors as having strong leadership potential were invited to join. Program topics included leadership pathways, legal issues, budgeting and governance, diversity, the political arena, human resources, and student issues. Interviews with participants revealed 6 themes: the support a peer cohort provided, a desire for real-life application, a lack of previous exposure to related content or experiences, new perceptions of themselves as academic nurse leaders, the value of the program as preparation for academic nursing leadership roles, and broad program applicability. PMID:26194960

  9. Development of the Academic Stereotype Threat Inventory

    ERIC Educational Resources Information Center

    Pseekos, A. Chantelle; Dahlen, Eric R.; Levy, Jacob J.

    2008-01-01

    The authors describe the development and preliminary validation of the Academic Stereotype Threat Inventory, a self-report measurement of math-related stereotype threat among women. A preliminary version of the instrument was administered to 308 undergraduate women. Principal component analysis yielded a 3-factor solution. Convergent and…

  10. The Development of an Academic Grievance Procedure.

    ERIC Educational Resources Information Center

    Logsdon, Jann B.; And Others

    1979-01-01

    Discusses and describes the development of academic grievance procedures at the University of Louisville, Kentucky, to provide a formal mechanism within the educational institution to ensure that students' rights are not abridged. Presents procedural stages, the hearing, deliberation phase, rehearing and appeals, and the ombudsman role. (MF)

  11. Academic Development Plan, 1996-2002.

    ERIC Educational Resources Information Center

    Hawaii Univ., Kahului. Maui Community Coll.

    The Maui Community College (MCC) (Hawaii) Academic Development Plan (ADP) plays a major role in guiding the institution's efforts to serve Maui County residents. The ADP is updated every two years. This ADP focuses on the years from 1996 to 2002. MCC's long-range goals are: (1) community based curricular and instructional excellence,…

  12. Professional Academic Development through Professional Journal Dialogue

    ERIC Educational Resources Information Center

    Ruth, Damian; Naidoo, Kogi

    2012-01-01

    This paper presents the cooperative analysis by a lecturer and an academic development practitioner of a reflective journal dialogue over the 12 weeks of teaching a postgraduate course. Through a retrospective analysis of the journal the present paper explores the following issues: the framing of an inquiry; the personal-professional nexus; and…

  13. Intimacy and Emotional Labour in Academic Development

    ERIC Educational Resources Information Center

    Kelly, Adrian

    2015-01-01

    The affective dimensions of intimacy and emotional labour in academic development are explored utilising two methodological resources: autoethnography and narrative practice. An excerpt from the author's reflective professional journal infused with affect and emotion is analysed utilising theories of intimacy in modernity, emotion work, and…

  14. Director Turnover: An Australian Academic Development Study

    ERIC Educational Resources Information Center

    Fraser, Kym; Ryan, Yoni

    2012-01-01

    Although it can be argued that directors of central academic development units (ADUs) are critical to the implementation of university teaching and learning strategies, it would appear there is a high director turnover rate. While research in the USA, the UK, and Australia illustrates that ADUs are frequently closed or restructured, that research…

  15. The Role of the PBL Tutor within Blended Academic Development

    ERIC Educational Resources Information Center

    Donnelly, Roisin

    2013-01-01

    The central idea of this study is using blended problem-based learning (PBL) in an academic development context with key roles emphasised: academic staff in the role of students and the academic developer as the tutor. The context is a module entitled "Designing e-Learning" on a postgraduate programme for academic staff in Ireland. It is…

  16. Input and Language Development in Bilingually Developing Children

    PubMed Central

    Hoff, Erika; Core, Cynthia

    2015-01-01

    Language skills in young bilingual children are highly varied as a result of the variability in their language experiences, making it difficult for speech-language pathologists to differentiate language disorder from language difference in bilingual children. Understanding the sources of variability in bilingual contexts and the resulting variability in children’s skills will help improve language assessment practices by speech-language pathologists. In this article, we review literature on bilingual first language development for children under 5 years of age. We describe the rate of development in single and total language growth, we describe effects of quantity of input and quality of input on growth, and we describe effects of family composition on language input and language growth in bilingual children. We provide recommendations for language assessment of young bilingual children and consider implications for optimizing children’s dual language development. PMID:24297614

  17. Academic Motivations of Pre-Service English Language Teachers

    ERIC Educational Resources Information Center

    Ariogul, Sibel

    2009-01-01

    This study examines the academic motivation, in a Turkish context, of Turkish pre-service English teachers to contribute field research. Students (n=287) completed the Academic Motivation Scale (AMS) and a demographic questionnaire. Data were analyzed using descriptive statistics, a one-way ANOVA, independent sample t-test, and Pearson product…

  18. Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners' Perspectives

    ERIC Educational Resources Information Center

    Dewey, Dan P.; Belnap, R. Kirk; Hillstrom, Rebecca

    2013-01-01

    Language learners and educators have subscribed to the belief that those who go abroad will have many opportunities to use the target language and will naturally become proficient. They also assume that language learners will develop relationships with native speakers allowing them to use the language and become more fluent, an assumption…

  19. Language Acquisition and Development. IDRA Focus.

    ERIC Educational Resources Information Center

    IDRA Newsletter, 1995

    1995-01-01

    This theme issue focuses on strategies to enhance learning of English as a second language and on the importance of bilingual education. In "Bilingual Education Makes the Difference in Learning," Roberto Feliz, who was born in the Dominican Republic and is now a doctor, describes how bilingual education saved him from academic failure and enabled…

  20. Developing physician leaders in academic medical centers.

    PubMed

    Bachrach, D J

    1997-01-01

    While physicians have historically held positions of leadership in academic medical centers, there is an increasing trend that physicians will not only guide the clinical, curriculum and scientific direction of the institution, but its business direction as well. Physicians are assuming a greater role in business decision making and are found at the negotiating table with leaders from business, insurance and other integrated health care delivery systems. Physicians who lead "strategic business units" within the academic medical center are expected to acquire and demonstrate enhanced business acumen. There is an increasing demand for formal and informal training programs for physicians in academic medical centers in order to better prepare them for their evolving roles and responsibilities. These may include the pursuit of a second degree in business or health care management; intramurally conducted courses in leadership skill development, management, business and finance; or involvement in extramurally prepared and delivered training programs specifically geared toward physicians as conducted at major universities, often in their schools of business or public health. While part one of this series, which appeared in Volume 43, No. 6 of Medical Group Management Journal addressed, "The changing role of physician leaders at academic medical centers," part 2 will examine as a case study the faculty leadership development program at the University of Texas M.D. Anderson Cancer Center. These two articles were prepared by the author from his research into, and the presentation of a thesis entitled. "The importance of leadership training and development for physicians in academic medical centers in an increasingly complex health care environment," prepared for the Credentials Committee of the American College of Healthcare Executives in partial fulfillment of the requirements for Fellowship in this College.* PMID:10164266

  1. Academic Developers: An Academic Tribe Claiming Their Territory in Higher Education

    ERIC Educational Resources Information Center

    Bath, Debra; Smith, Calvin

    2004-01-01

    In this paper we review the current debate regarding the work of academic developers in higher education and their rightful "place" in higher education, particularly with regard to notions of the discipline, research and scholarship of teaching. We describe and compare the work of discipline academics and academic developers and argue that the two…

  2. The Relation of Home Language and Literacy to Three-Year-Old Children's Emergent Academic Language in Narrative and Instruction Genres

    ERIC Educational Resources Information Center

    Scheele, Anna F.; Leseman, Paul P. M.; Mayo, Aziza Y.; Elbers, Ed

    2012-01-01

    This study examined the relations between the home language and literacy environment and emergent skill to use academic language in a sample of 58 3-year-old Dutch children, focusing on production and comprehension in 3 genres: personal narrative, impersonal narrative, and instruction in play. Regarding production, children used academic language…

  3. Cognitive-Academic Language Proficiency and Language Acquisition in Bilingual Instruction--with an Outlook on a University Project in Albania.

    ERIC Educational Resources Information Center

    Portmann-Tselikas Paul R.

    2001-01-01

    Explores the contribution of cognitive-academic language proficiency to second language acquisition in instructional contexts, using Cummins' concepts of bilingual education. Discusses Albania's educational practices and reviews a joint project by Austrian and Albanian universities that shows how cognitive academic proficiency, along with…

  4. English as a World Language in Academic Writing

    ERIC Educational Resources Information Center

    Genc, Bilal; Bada, Erdogan

    2010-01-01

    Language is a phenomenon which can hardly be viewed separate from its very inherent component, culture. This component does by all means play a significant role in enabling the language to gain a global status. No doubt, some prominent issues do contribute to this process: political, economic, and military supremacy, to name but a few. This study…

  5. Language Development and Early Encounters with Written Language.

    ERIC Educational Resources Information Center

    Baghban, Marcia

    The language development of one child was examined from birth to three years of age in order to map the similarities and differences in the acquisition of oral language, reading, and writing skills. The study also sought to provide insight into why learning to read and write are not as naturally easy as learning to talk. Data were collected by…

  6. Extending the Flipped Classroom Model: Developing Second Language Writing Skills through Student-Created Digital Videos

    ERIC Educational Resources Information Center

    Engin, Marion

    2014-01-01

    This paper describes a project that aimed to leverage the students' interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would…

  7. Measuring Academic Language Proficiency in School-Age English Language Proficiency Assessments under New College and Career Readiness Standards in the United States

    ERIC Educational Resources Information Center

    Frantz, Roger S.; Bailey, Alison L.; Starr, Laura; Perea, Luis

    2014-01-01

    The current focus across the U.S. on student college and career readiness standards makes clear that both instruction and assessment of academic English will continue to be important for school-age English learner (EL) students. This article presents an overview and summary of key literature on academic language (usually academic English);…

  8. Making the Connection: Language and Academic Achievement among African American Students. Proceedings of a Conference of the Coalition on Language Diversity in Education (January 1998). Language in Education 92.

    ERIC Educational Resources Information Center

    Adger, Carolyn Temple, Ed.; Christian, Donna, Ed.; Taylor, Orlando, Ed.

    Papers from a conference on the role of language in the academic achievement of African Americans include: "Language Diversity and Academic Achievement in the Education of African American Students: An Overview of the Issues" (John R. Rickford); "The Language of African American Students in Classroom Discourse" (Courtney B. Cazden); "Enhancing…

  9. Improving and Developing the Academic Advising Process at Grambling State University To Enhance Students' Academic Success.

    ERIC Educational Resources Information Center

    Fields, Hall R.; Barrett, Anita

    The purpose of this study was to develop an academic counseling and advising process that would improve the communication between other units of Grambling State University and the College of Basic and Special Studies (CBSS) in ways that would enhance student retention and satisfy students' academic needs. Five propositions on academic advising for…

  10. Academic Developer Identity: How We Know Who We Are

    ERIC Educational Resources Information Center

    Kinash, Shelley; Wood, Kayleen

    2013-01-01

    This paper explores academic developer identity by applying self-concept theory and appreciative inquiry to the personal journeys of two academic developers. Self-attribution, social comparison and reflected appraisals are presented and applied to explain how academic developers form their identities. Sociological principles are incorporated to…

  11. Workplace Influences on Chinese TEFL Academics' Development as Researchers: A Study of Two Chinese Higher Education Institutions

    ERIC Educational Resources Information Center

    Bai, Li; Millwater, Jan; Hudson, Peter

    2013-01-01

    Workplace influences on Chinese Teaching English as a Foreign Language (TEFL) academics' development as researchers were examined in two Chinese higher education institutions in this qualitative collective case study. Data sources included research documentation and interviews with 12 Chinese TEFL academics. Both institutions were keen on…

  12. An Intensive Academic English Course for Generation 1.5 ELLs Bound for Postsecondary Studies: Curriculum Design, Development, and Implementation

    ERIC Educational Resources Information Center

    Crossman, Katie; Pinchbeck, Geoffrey

    2012-01-01

    Immigrants and the children of immigrants who have completed their schooling in Canadian school settings, commonly referred to as Generation 1.5, are increasingly identified in the research literature as academically at risk due to inadequately developed academic language proficiency and learning strategies. This article describes the design,…

  13. "Blogfolios" and Their Role in the Development of Research Projects in an Advanced Academic Literacy Class for ESL Students

    ERIC Educational Resources Information Center

    Ananyeva, Maria

    2014-01-01

    This paper focuses on "blogfolios", online interactive blog-based portfolios, developed by students for class projects in Electronic Literacy. Blogfolios may contain interactive images, podcasts, and web-log discussions on a variety of researched academic topics. The impact of academic blogfolios on the second language learner's…

  14. Developing Literacy: Young Children's Use of Language.

    ERIC Educational Resources Information Center

    Parker, Robert P., Ed.; Davis, Frances A., Ed.

    Recognizing that language itself is not an isolated entity but part of a larger social, cultural, and cognitive context, the papers in this book investigate the relationships among all aspects of language--reading, writing, speaking, and listening. Literacy is dealt with as the development of language in young children. Issues related to this…

  15. Speech and Language Development after Infant Tracheostomy.

    ERIC Educational Resources Information Center

    Hill, Betsy P.; Singer, Lynn T.

    1990-01-01

    When assessed for speech/language development, 31 children (age 1-12) fitted with endotracheal tubes for more than 3 months beginning by age 13 months showed overall language functioning within normal limits and commensurate with cognitive ability. However, a pattern of expressive language disability was noted in the oldest group. (Author/JDD)

  16. Language and Communication Development in Down Syndrome

    ERIC Educational Resources Information Center

    Roberts, Joanne E.; Price, Johanna; Malkin, Cheryl

    2007-01-01

    Although there is considerable variability, most individuals with Down syndrome have mental retardation and speech and language deficits, particularly in language production and syntax and poor speech intelligibility. This article describes research findings in the language and communication development of individuals with Down syndrome, first…

  17. Considerations for Developing Language Assessment Procedures.

    ERIC Educational Resources Information Center

    Rivera, Charlene; Lombardo, Maria

    A systematic approach for assessing language competencies of bilingual students is developed. Two issues are clarified. First, the issue of examining separately the four language skills is looked at, as well as the need to consider other related factors including cognitive functions operative in language processing, affective forces, and…

  18. Relationships between Language Background, Secondary School Scores, Tutorial Group Processes, and Students' Academic Achievement in PBL: Testing a Causal Model

    ERIC Educational Resources Information Center

    Singaram, Veena S.; van der Vleuten, Cees P. M; Muijtjens, Arno M. M.; Dolmans, Diana H. J. M

    2012-01-01

    Little is known about the influence of language background in problem-based learning (PBL) tutorial groups on group processes and students' academic achievement. This study investigated the relationship between language background, secondary school score, tutorial group processes, and students' academic achievement in PBL. A validated tutorial…

  19. Magnitude of Interaction between Language of Instruction of Prior Education and Learning Traits on Academic Achievement Scores of International Students

    ERIC Educational Resources Information Center

    Varughese, Varughese Kuzhumannil; Fehring, Heather

    2010-01-01

    This paper investigates the magnitude of difference of academic achievement scores by language of instruction of prior education and the magnitude of interaction between language of instruction of prior education and students' preferred learning trait on academic performance of a group of international students in two teaching and learning…

  20. A Comparative Analysis of Language, Suspension, and Academic Performance of Students with Emotional Disturbance and Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Goran, Lisa G.; Gage, Nicholas A.

    2011-01-01

    This study focused on the relationship among language, behavior, cognitive ability, and academic performance constructs for school-aged students identified with educational disabilities. The authors provide a review of research findings in regard to the language and academic deficits of students with emotional disturbance (ED) and specific…

  1. Factors Predicting Academic Success in Second and Third Language among Russian-Speaking Immigrant Students Studying in Israeli Schools

    ERIC Educational Resources Information Center

    Haim, Orly

    2014-01-01

    The purpose of this study was to investigate the factors predicting academic proficiency (AP), the specialised domains required for performing academic tasks, among Russian speaking (L1) immigrants currently studying Hebrew as a second language (L2) and English as a third language (L3) in Israeli schools. Specifically, the study examined the…

  2. Gender Differences in the Relationship between Attention Problems and Expressive Language and Emerging Academic Skills in Preschool-Aged Children

    ERIC Educational Resources Information Center

    Zevenbergen, Andrea A.; Ryan, Meghan M.

    2010-01-01

    This study examined the relationship between attention problems and expressive language and academic readiness skills in preschool-aged children from middle-class families. Forty-three children (44% female) were assessed individually for expressive language skills and knowledge of basic academic concepts (e.g. colours, letters and numbers). The…

  3. Nonsimulation Academic Games and the Teaching of Language Usage Skills.

    ERIC Educational Resources Information Center

    Lewis, J. Richard

    The effectiveness of certain nonsimulation academic games in a gaming system called Teams-Games-Tournaments (TGT) was investigated as a method of teaching the skills of capitalization and punctuation. A sample of 138 eighth-grade students participated in an 18-day experiment comparing three teaching methods: gaming, in which students were taught…

  4. Dual Language Exposure and Early Bilingual Development

    ERIC Educational Resources Information Center

    Hoff, Erifka; Core, Cynthia; Place, Silvia; Rumiche, Rosario; Senor, Melissa; Parra, Marisol

    2012-01-01

    The extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1 ; 10 to 2 ; 6. The monolingually developing children were significantly…

  5. Academic Vocabulary, Writing and English for Academic Purposes: Perspectives from Second Language Learners

    ERIC Educational Resources Information Center

    Coxhead, Averil

    2012-01-01

    This article focuses on vocabulary and writing at university level from the perspectives of 14 English as an additional language students studying at a New Zealand university. The students individually carried out an integrated reading and writing task and then participated in an interview which focused on their language learning background and…

  6. Developing language in a developing body: the relationship between motor development and language development*

    PubMed Central

    Iverson, Jana M.

    2010-01-01

    During the first eighteen months of life, infants acquire and refine a whole set of new motor skills that significantly change the ways in which the body moves in and interacts with the environment. In this review article, I argue that motor acquisitions provide infants with an opportunity to practice skills relevant to language acquisition before they are needed for that purpose; and that the emergence of new motor skills changes infants’ experience with objects and people in ways that are relevant for both general communicative development and the acquisition of language. Implications of this perspective for current views of co-occurring language and motor impairments and for methodology in the field of child language research are also considered. PMID:20096145

  7. Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners

    ERIC Educational Resources Information Center

    Magruder, Elizabeth S.; Hayslip, Whitcomb W.; Espinosa, Linda M.; Matera, Carola

    2013-01-01

    While children in a classroom of 4-year-olds are actively engaged during center-based learning, a small group begins constructing a tower using blocks of all sizes. Jose, Cindy, and Thomas are all at different stages of language development. Jose is a dual language learner (DLL) in the early stages of English language acquisition; Cindy is a DLL…

  8. Spaces for Dynamic Bilingualism in Read-Aloud Discussions: Developing and Strengthening Bilingual and Academic Skills

    ERIC Educational Resources Information Center

    Worthy, Jo; Durán, Leah; Hikida, Michiko; Pruitt, Alina; Peterson, Katie

    2013-01-01

    A substantial body of research has collectively concluded that encouraging students to draw flexibly on multiple aspects of their linguistic repertoires is positively associated with developing bilingualism, metalinguistic awareness, and academic skills. However, most bilingual education programs--including transitional and dual-language--limit,…

  9. English Language Proficiency and Academic Achievement of International Students: A Meta-Analysis

    ERIC Educational Resources Information Center

    Wongtrirat, Rachawan

    2010-01-01

    Studies have been conducted to determine the impact of English language on the academic achievement of international students in higher education institutions in the United States. The results of these investigations have been varied and at times contradictory. The purpose of this meta-analysis was to investigate studies from 1987-2009 that…

  10. Successful Learning of Academic Word List via MALL: Mobile Assisted Language Learning

    ERIC Educational Resources Information Center

    Alemi, Minoo; Sarab, Mohammad Reza Anani; Lari, Zahra

    2012-01-01

    Mobile phones as new addition to information and communication technologies have created new ways to help learners in the process of foreign language learning. Given the importance of academic vocabularies for university students, this study tried to investigate the effectiveness of SMS on Iranian university students' vocabulary learning and…

  11. A Review of the Literature on Teaching Academic English to English Language Learners

    ERIC Educational Resources Information Center

    DiCerbo, Patricia A.; Anstrom, Kristina A.; Baker, Lottie L.; Rivera, Charlene

    2014-01-01

    Academic English (AE) refers to the language used in school to help students acquire and use knowledge. This article reviews current literature to determine what is known about the nature of AE within the context of K-12 schooling. It describes how AE is conceptualized in the education research literature, how these conceptualizations are realized…

  12. Towards a Better Understanding of Academic Acculturation: Second Language Students in Canadian Universities

    ERIC Educational Resources Information Center

    Cheng, Liying; Fox, Janna

    2008-01-01

    The aggressive internationalization of Canadian universities and increased immigration to Canada over the past 20 years have resulted in a dramatic increase in the number of second language (L2) students in Canadian universities. However, little is known about the factors that influence academic acculturation of L2 students or about the role of…

  13. Indiana's Academic Standards: Kindergarten English/Language Arts, Mathematics, Science, Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Public Instruction, Indianapolis.

    This guide to Indiana's academic standards in language arts, mathematics, science, and social studies for kindergarten students begins with a note to students and another to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. It helps students understand what is required to meet the…

  14. A Genre Approach to the Effect of Academic Questions on CLIL Students' Language Production

    ERIC Educational Resources Information Center

    Llinares, Ana; Pascual Peña, Irene

    2015-01-01

    This paper presents an analysis of teachers' questions and students' responses in content and language integrated learning (CLIL) classes of history. Through the combined application of genre theory and a typology of CLIL teacher academic questions, the study aims at contributing to the understanding of how CLIL students use the foreign…

  15. Mother-Adolescent Language Proficiency and Adolescent Academic and Emotional Adjustment among Chinese American Families

    ERIC Educational Resources Information Center

    Liu, Lisa L.; Benner, Aprile D.; Lau, Anna S.; Kim, Su Yeong

    2009-01-01

    This study examined the role of adolescents' and mothers' self-reports of English and heritage language proficiency in youth's academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who…

  16. Teacher Scaffolding of Academic Language in an Advanced Placement U.S. History Class

    ERIC Educational Resources Information Center

    Gritter, Kristine; Beers, Scott; Knaus, Robert W.

    2013-01-01

    This article examines teacher scaffolding of academic language in an Advanced Placement United States History (APUSH) course throughout a school year for one student who received a perfect score on the end of year APUSH exam. Data includes four months of observation of teacher instructional strategies to scaffold student writing and vignettes of…

  17. Academic Language Talk: Significant Features in the Responses of L1/L2 "Effective Communicators."

    ERIC Educational Resources Information Center

    Simich-Dudgeon, Carmen; And Others

    A 3-year study was undertaken to identify the salient features of verbal academic (math and science) language performance of third- and sixth-grade students. The investigation classified both native and nonnative English-speaking students as either effective communicators/responders or unsuccessful communicators/responders. The study examined…

  18. Academic Writing in a Second Language: Essays on Research and Pedagogy.

    ERIC Educational Resources Information Center

    Belcher, Diane, Ed.; Braine, George, Ed.

    Essays on research and teaching of academic writing in English as a second language include:"When Practice Doesn't Make Perfect: The Case of a Graduate ESL Student" (Melanie Schneider, Naomi K. Fujishima); "Good Writing: I Know It When I See It" (Ilona Leki); "Redefining the Task: An Ethnographic Examination of Writing and Response in Graduate…

  19. Language, Academic, Socio-Cultural and Financial Adjustments of Mainland Chinese Students Studying in Hong Kong

    ERIC Educational Resources Information Center

    Cheung, Alan C. K.

    2013-01-01

    Purpose: The purpose of this paper is to examine language, academic, social-cultural and financial adjustments facing mainland Chinese students in Hong Kong. Design/methodology/approach: The current study employed both quantitative and qualitative methods and included over 300 mainland Chinese students from seven major universities in Hong Kong.…

  20. The Effect of Grade Placement on English Language Learners' Academic Achievement

    ERIC Educational Resources Information Center

    Conger, Dylan

    2013-01-01

    Many English Language Learners (ELLs) migrate to the United States at older ages and administrators must choose a grade in which to place these new entrants as soon as they register for school. In this study, I estimate the effect of grade placement on the short-term academic performance of ELLs who enroll in the Miami-Dade County Public School…

  1. Precursors of Language Ability and Academic Performance: An Intergenerational, Longitudinal Study of At-Risk Children

    ERIC Educational Resources Information Center

    Campisi, Lisa; Serbin, Lisa A.; Stack, Dale M.; Schwartzman, Alex E.; Ledingham, Jane E.

    2009-01-01

    The current investigation examined whether inter-generational transfer of risk could be revealed through mothers' and preschool-aged children's expressive language, and whether continuity of risk persisted in these children's academic abilities, 3 years later. Participating families were drawn from the Concordia Longitudinal Risk Project, a…

  2. Academic Performance of Language-Minority Students and All-Day Kindergarten: A Longitudinal Study

    ERIC Educational Resources Information Center

    Chang, Mido

    2012-01-01

    This longitudinal study examined the effect of all-day kindergarten programs on the academic achievement of students from racial language minority and low socioeconomic class. The study employed a series of 3-level longitudinal multilevel analyses using a nationally representative database, the Early Childhood Longitudinal Study (ECLS). The study…

  3. Academic and Language Outcomes in Children after Traumatic Brain Injury: A Meta-Analysis

    ERIC Educational Resources Information Center

    Vu, Jennifer A.; Babikian, Talin; Asarnow, Robert F .

    2011-01-01

    Expanding on Babikian and Asarnow's (2009) meta-analytic study examining neurocognitive domains, this current meta-analysis examined academic and language outcomes at different time points post-traumatic brain injury (TBI) in children and adolescents. Although children with mild TBI exhibited no significant deficits, studies indicate that children…

  4. Principles and Practices for Building Academic Self-Efficacy in Middle Grades Language Arts Classrooms

    ERIC Educational Resources Information Center

    McTigue, Erin; Liew, Jeffrey

    2011-01-01

    Academic self-efficacy contributes to students' motivation and persistence for learning. However, motivation for reading and learning, and students' self-efficacy in school often declines in adolescence. This manuscript presents research-based strategies for facilitating students' motivations within the context of language arts classes.

  5. School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

    ERIC Educational Resources Information Center

    Niehaus, Kate; Adelson, Jill L.

    2014-01-01

    This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed…

  6. Language Learning in the American Southwestern Borderlands: Navajo Speakers and Their Transition to Academic English Literacy.

    ERIC Educational Resources Information Center

    Dyc, Gloria

    2002-01-01

    The Navajo Nation wants a 2-year Navajo language requirement for regional colleges. At the same time, literacy in academic English is required for Navajo students wishing to enter the sciences, medicine, and law. The difficulties students face as they make the transition from English to Navajo and from Navajo to English are described. Four…

  7. Academics' Beliefs about Language Use and Proficiency in Spanish Multilingual Higher Education

    ERIC Educational Resources Information Center

    Fortanet-Gomez, Inmaculada

    2012-01-01

    Today, more and more universities in Spain are starting to design language policies, usually including Spanish and English. At the same time, Spain has a special socio-political context since part of its territory is already bilingual. This paper examines the opinions and attitudes of academics at a bilingual Valencian-Spanish university which is…

  8. Opportunities and Outcomes: The Role of Peers in Developing the Oral Academic English Proficiency of Adolescent English Learners

    ERIC Educational Resources Information Center

    Carhill-Poza, Avary

    2015-01-01

    Although researchers often acknowledge the importance of linguistically rich interactions in the academic language development of emergent bilingual students, few studies have explicitly examined the role of linguistic peer support and the underlying structure of social relationships in the second language learning experiences and outcomes of…

  9. Language Therapy for a Child with Delayed Language Development: A Preliminary Study of Language Therapy Using Sign Language.

    ERIC Educational Resources Information Center

    Wakaba, Yoko Yamaguchi; And Others

    1989-01-01

    A 3-years-and-11-months-old Japanese girl showed delayed language development and emotional disturbance and was believed to suffer from maternal deprivation. A treatment program was developed consisting of three kinds of therapy: (1) nondirective play therapy; (2) language training; and (3) counseling for the mother. The language training involved…

  10. Reading Comprehension: A Whole Language Effect on Academic Sucess.

    ERIC Educational Resources Information Center

    Trimble, Hilary Claire

    A study examined the effect of whole language philosophy as compared to a more traditional reading program on children's reading comprehension scores. The study included a review of current research indicating the importance of teachers stating the topic prior to reading as well as the importance of students' oral reading ability to assess reading…

  11. Language Proficiency as a Moderator Variable in Testing Academic Aptitude.

    ERIC Educational Resources Information Center

    Alderman, Donald L.

    1982-01-01

    Puerto Rican students took the Scholastic Aptitude Test (SAT), the Prueba de Aptitud Academica (PAA), and the Pruebas de Aprovechamiento Academico. The strength of the relationship between scores on the SAT given in English and the PAA given in Spanish increased as proficiency in English as a second language increased (Author/BW)

  12. Assessing Academic Language in an Elementary Mathematics Teacher Licensure Exam

    ERIC Educational Resources Information Center

    Castellano, Katherine E.; Duckor, Brent; Wihardini, Diah; Telléz, Kip; Wilson, Mark

    2016-01-01

    With the adoption by most states of the Common Core State Standards (CCSS) for English language arts and literacy and for mathematics (CCSS Initiative, 2010a, 2010b) comes major changes in public education that will affect instructional practice, curriculum, and assessment across the nation. Heritage, Walqui, and Linquanti (2015) argued that the…

  13. Language in the Workplace: Combining Academic Study with Work Experience

    ERIC Educational Resources Information Center

    Lugea, Jane

    2016-01-01

    The newly formed Linguistics and Modern Languages subject area at University of Huddersfield sought to revamp our curriculum to embed employability into our teaching so that students could understand the relevance of their subject to life outside and after university. To this end, we decided to adapt and specialise the generic placement module…

  14. Poorer verbal working memory for a second language selectively impacts academic achievement in university medical students.

    PubMed

    Mann, Collette; Canny, Benedict J; Reser, David H; Rajan, Ramesh

    2013-01-01

    Working memory (WM) is often poorer for a second language (L2). In low noise conditions, people listening to a language other than their first language (L1) may have similar auditory perception skills for that L2 as native listeners, but do worse in high noise conditions, and this has been attributed to the poorer WM for L2. Given that WM is critical for academic success in children and young adults, these speech in noise effects have implications for academic performance where the language of instruction is L2 for a student. We used a well-established Speech-in-Noise task as a verbal WM (vWM) test, and developed a model correlating vWM and measures of English proficiency and/or usage to scholastic outcomes in a multi-faceted assessment medical education program. Significant differences in Speech-Noise Ratio (SNR50) values were observed between medical undergraduates who had learned English before or after five years of age, with the latter group doing worse in the ability to extract whole connected speech in the presence of background multi-talker babble (Student-t tests, p < 0.001). Significant negative correlations were observed between the SNR50 and seven of the nine variables of English usage, learning styles, stress, and musical abilities in a questionnaire administered to the students previously. The remaining two variables, Perceived Stress Scale (PSS) and the Age of Acquisition of English (AoAoE) were significantly positively correlated with the SNR50, showing that those with a poorer capacity to discriminate simple English sentences from noise had learnt English later in life and had higher levels of stress - all characteristics of the international students. Local students exhibited significantly lower SNR50 scores and were significantly younger when they first learnt English. No significant correlation was detected between the SNR50 and the students' Visual/Verbal Learning Style (r = -0.023). Standard multiple regression was carried out to assess

  15. Poorer verbal working memory for a second language selectively impacts academic achievement in university medical students

    PubMed Central

    Canny, Benedict J.; Reser, David H.; Rajan, Ramesh

    2013-01-01

    Working memory (WM) is often poorer for a second language (L2). In low noise conditions, people listening to a language other than their first language (L1) may have similar auditory perception skills for that L2 as native listeners, but do worse in high noise conditions, and this has been attributed to the poorer WM for L2. Given that WM is critical for academic success in children and young adults, these speech in noise effects have implications for academic performance where the language of instruction is L2 for a student. We used a well-established Speech-in-Noise task as a verbal WM (vWM) test, and developed a model correlating vWM and measures of English proficiency and/or usage to scholastic outcomes in a multi-faceted assessment medical education program. Significant differences in Speech-Noise Ratio (SNR50 ) values were observed between medical undergraduates who had learned English before or after five years of age, with the latter group doing worse in the ability to extract whole connected speech in the presence of background multi-talker babble (Student-t tests, p < 0.001). Significant negative correlations were observed between the SNR50 and seven of the nine variables of English usage, learning styles, stress, and musical abilities in a questionnaire administered to the students previously. The remaining two variables, Perceived Stress Scale (PSS) and the Age of Acquisition of English (AoAoE) were significantly positively correlated with the SNR50 , showing that those with a poorer capacity to discriminate simple English sentences from noise had learnt English later in life and had higher levels of stress – all characteristics of the international students. Local students exhibited significantly lower SNR50 scores and were significantly younger when they first learnt English. No significant correlation was detected between the SNR50 and the students’ Visual/Verbal Learning Style (r = −0.023). Standard multiple regression was carried out to

  16. Dual language exposure and early bilingual development*

    PubMed Central

    HOFF, ERIKA; CORE, CYNTHIA; PLACE, SILVIA; RUMICHE, ROSARIO; SEÑOR, MELISSA; PARRA, MARISOL

    2015-01-01

    The extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1;10 to 2;6. The monolingually developing children were significantly more advanced than the bilingually developing children on measures of both vocabulary and grammar in single language comparisons, but they were comparable on a measure of total vocabulary. Within the bilingually developing sample, all measures of vocabulary and grammar were related to the relative amount of input in that language. Implications for theories of language acquisition and for understanding bilingual development are discussed. PMID:21418730

  17. Development and Evaluation of the Revised Academic Hardiness Scale

    ERIC Educational Resources Information Center

    Benishek, Lois A.; Feldman, Jill M.; Shipon, R. Wolf; Mecham, Stacy D.; Lopez, Frederick G.

    2005-01-01

    Researchers have a long-standing interest in better understanding why some students avoid challenging academic course work at the risk of harming their academic standing, whereas others are willing to pursue these types of challenges. The Academic Hardiness Scale (AHS) was developed to better understand characteristics that may differentiate these…

  18. Developing a District-Wide Academic Awards Program.

    ERIC Educational Resources Information Center

    Phillips, Elaine

    1989-01-01

    The Shaperville Academic Recognition Program is a district-wide program for the encouragement and recognition of academic excellence and an attempt to instill in students a natural respect for academic achievement. This article describes its development and implementation from conception to planned obsolescence due to successful reformation of…

  19. Explaining the Academic Achievement at School Leaving for Pupils with a History of Language Impairment: Previous Academic Achievement and Literacy Skills

    ERIC Educational Resources Information Center

    Dockrell, Julie E.; Lindsay, Geoff; Palikara, Olympia

    2011-01-01

    The relationships are explored between language and literacy and academic success at 16 years in an English sample of 62 young people with a history of specific language impairment identified at 8 years. Data were available from national assessments at 16 and 14; in addition the pupils had completed a range of standardized tests to examine…

  20. Developing English Language Curriculum for Online Delivery

    ERIC Educational Resources Information Center

    McCloskey, Mary Lou; Thrush, Emily A.; Wilson-Patton, Mary Elizabeth; Kleckova, Gabriela

    2008-01-01

    The E-Language Learning (ELL) project is an ongoing collaborative effort between the US Department of Education and the Chinese (PRC) Ministry of Education. Its purpose is to develop a free, online language-learning opportunity for students in the two countries. Developers in the US are now in the process of creating a program to teach English to…

  1. Historical Development of Hong Kong Sign Language

    ERIC Educational Resources Information Center

    Sze, Felix; Lo, Connie; Lo, Lisa; Chu, Kenny

    2013-01-01

    This article traces the origins of Hong Kong Sign Language (hereafter HKSL) and its subsequent development in relation to the establishment of Deaf education in Hong Kong after World War II. We begin with a detailed description of the history of Deaf education with a particular focus on the role of sign language in such development. We then…

  2. The Development of Ojibway Language Materials.

    ERIC Educational Resources Information Center

    Pheasant-Williams, Shirley

    2003-01-01

    Revitalization of the Nishinaabeg language started in 1998 with the development of language materials. A committee on Nishinaabemwin orthography advised on the development of the text and writing system. Teaching methods follow the four parts of Medicine Wheel teachings: spiritual, emotional, physical, and mental. An interactive hockey game and a…

  3. Child Development and the Language Arts.

    ERIC Educational Resources Information Center

    Russell, David H., Ed.; And Others

    This monograph presents research findings on child development and points out implications for the language arts program, examining both the learner and the learning process. Chapters include "Introduction: The Child Study Movement and the Language Arts Curriculum," which traces the development of child study research and lists five influences on…

  4. Language choice in bimodal bilingual development

    PubMed Central

    Lillo-Martin, Diane; de Quadros, Ronice M.; Chen Pichler, Deborah; Fieldsteel, Zoe

    2014-01-01

    Bilingual children develop sensitivity to the language used by their interlocutors at an early age, reflected in differential use of each language by the child depending on their interlocutor. Factors such as discourse context and relative language dominance in the community may mediate the degree of language differentiation in preschool age children. Bimodal bilingual children, acquiring both a sign language and a spoken language, have an even more complex situation. Their Deaf parents vary considerably in access to the spoken language. Furthermore, in addition to code-mixing and code-switching, they use code-blending—expressions in both speech and sign simultaneously—an option uniquely available to bimodal bilinguals. Code-blending is analogous to code-switching sociolinguistically, but is also a way to communicate without suppressing one language. For adult bimodal bilinguals, complete suppression of the non-selected language is cognitively demanding. We expect that bimodal bilingual children also find suppression difficult, and use blending rather than suppression in some contexts. We also expect relative community language dominance to be a factor in children's language choices. This study analyzes longitudinal spontaneous production data from four bimodal bilingual children and their Deaf and hearing interlocutors. Even at the earliest observations, the children produced more signed utterances with Deaf interlocutors and more speech with hearing interlocutors. However, while three of the four children produced >75% speech alone in speech target sessions, they produced <25% sign alone in sign target sessions. All four produced bimodal utterances in both, but more frequently in the sign sessions, potentially because they find suppression of the dominant language more difficult. Our results indicate that these children are sensitive to the language used by their interlocutors, while showing considerable influence from the dominant community language. PMID

  5. 75 FR 13751 - Office of English Language Acquisition; Overview Information; Language Enhancement, and Academic...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-23

    ... on May 19, 2006 (71 FR 29222). In accordance with 34 CFR 75.105(b)(2)(iv), Competitive Preference..., 2006 (71 FR 29222). Note: The regulations in 34 CFR part 79 apply to all applicants except Federally... Office of English Language Acquisition; Overview Information; Language Enhancement, and...

  6. Dual Language Development of Latino Children: Effect of Instructional Program Type and the Home and School Language Environment.

    PubMed

    Collins, Brian A

    2014-01-01

    Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children (n =163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed. PMID:25264401

  7. Dual Language Development of Latino Children: Effect of Instructional Program Type and the Home and School Language Environment

    PubMed Central

    Collins, Brian A.

    2014-01-01

    Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children (n =163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed. PMID:25264401

  8. Development of language in six hemispherectomized patients.

    PubMed

    Vargha-Khadem, F; Isaacs, E B; Papaleloudi, H; Polkey, C E; Wilson, J

    1991-02-01

    The development of language skills in the isolated right hemisphere was investigated by comparing the performance of 3 left hemispherectomized with that of the 3 right hemispherectomized patients and three groups of control subjects on baseline clinical measures of language and on production and judgement of morphological markers. The initial brain insult in the hemispherectomy patients of each group had occurred either during early, middle or late childhood. The left hemispherectomy patients were severely impaired in language processing across all three stages of language development. The consequences of a right hemisphere insult on language development were more restricted, with deleterious effects being apparent only in the case in which the lesion was acquired during early childhood. PMID:2004252

  9. Language Preservation and Human Resources Development.

    ERIC Educational Resources Information Center

    Silverthorne, Joyce A.

    Those who work in the field of preserving Native American languages are an assortment of individuals who come to the work as a central career (linguists), through family heritage (fluent speakers), or through a developed passion (language learners). This paper examines the field from the perspective of R. Wayne Pace, Phillip C. Smith, and Gordon…

  10. Developing a Living Archive of Aboriginal Languages

    ERIC Educational Resources Information Center

    Bow, Catherine; Christie, Michael; Devlin, Brian

    2014-01-01

    The fluctuating fortunes of Northern Territory bilingual education programs in Australian languages and English have put at risk thousands of books developed for these programs in remote schools. In an effort to preserve such a rich cultural and linguistic heritage, the Living Archive of Aboriginal Languages project is establishing an open access,…

  11. Developing Voice through the Language Arts

    ERIC Educational Resources Information Center

    Henn-Reinke, Kathryn; Chesner, Geralyn A.

    2006-01-01

    This book shows prospective teachers how to use the language arts to connect diverse students to the world around them and help them develop their own literate voices. It considers the integrated nature of the primary language arts--reading, writing, listening, speaking, viewing, and visually representing. The authors encourage preservice and…

  12. Language Development in Adolescence and Beyond.

    ERIC Educational Resources Information Center

    Rowe, Valerie

    A review of research demonstrates that both oral and written language continue to develop through adulthood. Studies show that such skills as the abilities to interpret metacognitive verbs, to make word associations, and to understand syntax improve with age. Adolescents and adults use language that solidifies them with their peer group.…

  13. Developing a Student Conception of Academic Rigor

    ERIC Educational Resources Information Center

    Draeger, John; del Prado Hill, Pixita; Mahler, Ronnie

    2015-01-01

    In this article we describe models of academic rigor from the student point of view. Drawing on a campus-wide survey, focus groups, and interviews with students, we found that students explained academic rigor in terms of workload, grading standards, level of difficulty, level of interest, and perceived relevance to future goals. These findings…

  14. Developing Multimodal Academic Literacies among College Freshmen

    ERIC Educational Resources Information Center

    Jacobs, Gloria E.

    2012-01-01

    In this article, the author draws on a semester long freshmen learning community in which multimodal texts were used as primary texts along with traditional texts to support students' academic literacy skills. Analysis shows that a multimodal text created by students contain elements of academic literacies and qualities of multimodal texts. An…

  15. Sessional Academic Success: A Distributed Framework for Academic Support and Development

    ERIC Educational Resources Information Center

    Hamilton, Jillian; Fox, Michelle; McEwan, Mitchell

    2013-01-01

    With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sector-wide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging…

  16. Developing Academic Agency through Critical Reflection: A Sociocultural Approach to Academic Induction Programmes

    ERIC Educational Resources Information Center

    Mathieson, Susan

    2011-01-01

    This paper argues that given the complexities and contested nature of contemporary higher education, induction programmes for new academics should move beyond generic approaches to teaching and learning and engage academics in considering the contexts in which they are practising, focusing on developing their agency in these complex contexts. A…

  17. Language Development: 1 Year Olds

    MedlinePlus

    ... you really mean “toes.” By providing a good language model, you’ll help him learn to talk with a minimum of confusion. Most toddlers master at least fifty spoken words by the end of the second year and can put two words together to ...

  18. Language Development of Preterm Children.

    ERIC Educational Resources Information Center

    Holdgrafer, Gary

    An assessment battery, measuring multiple aspects of language, was administered to 29 children between 4 and 5 years of age who had been born prematurely. The children, who weighed less than 2,500 grams at birth after less than 37 weeks of gestation, were recruited from a cohort of children originally admitted to the neonatal intensive care unit…

  19. Spanish Language Workbook (In Development).

    ERIC Educational Resources Information Center

    Peace Corps, Santiago (Chile).

    This guide is designed for the Spanish language training of Peace Corps workers in Chile and reflects daily communication needs in that context. The workbook contains a series of sentence completion exercises at the intermediate to advanced level, notes and exercises on metric system conversion, verb/substantive lists, specialized vocabulary lists…

  20. Language Matters: The Supply of and Demand for UK Born and Educated Academic Researchers with Skills in Languages Other Than English. Technical Report

    ERIC Educational Resources Information Center

    Levitt, Ruth; Janta, Barbara; Shehabi, Ala'a; Jones, Daniel; Valentini, Elizabeth

    2009-01-01

    This report discusses concerns that the future of the UK's world class research base might be threatened by the decline in modern language learning and calls for a series of measures by Universities and Government bodies to address this danger. It investigates evidence for the role of language skills in academic research in the humanities and…

  1. The Correlation between Early Second Language Learning and Native Language Skill Development

    ERIC Educational Resources Information Center

    Caccavale, Terry

    2007-01-01

    It has long been the assumption of many in the field of second language teaching that learning a second language helps to promote and enhance native language skill development, and that this correlation is direct and positive. Language professionals have assumed that learning a second language directly supports the development of better skills,…

  2. Language Development: 8 to 12 Months

    MedlinePlus

    ... Email Print Share Language Development: 8 to 12 Months Page Content Article Body Toward the end of ... notice the coos, gurgles, and screeches of earlier months now giving way to recognizable syllables, such as “ ...

  3. Making Sense of Power Relations in a Malaysian English-as-a-Second-Language Academic Writing Classroom

    ERIC Educational Resources Information Center

    Abraham, Alison

    2014-01-01

    The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of…

  4. Metacognitive Awareness and Strategy Use in Academic English Reading among Adult English as a Second Language (ESL) Students

    ERIC Educational Resources Information Center

    Iwai, Yuko

    2009-01-01

    This mixed method research study explored the role of metacognitive awareness in reading among adult English as a Second Language (ESL) students of various academic levels enrolled in a university in the southeastern part of the United States of America while engaged in academic reading. In addition, this study examined metacognitive reading…

  5. Predictors of Academic Success in Language Arts Literacy and Math on State Assessments in New Jersey Charter Schools

    ERIC Educational Resources Information Center

    Jerue, Gary A.

    2013-01-01

    There are a limited number of studies that examine the predictors of academic success in charter schools (Lawton, 2009). This study utilized a multiple regression analysis to identify the best predictors of academic success in language arts literacy (LAL) and math on state assessments in New Jersey charter schools. This study included four student…

  6. Career development resource: academic career in surgical education.

    PubMed

    Sanfey, Hilary; Gantt, Nancy L

    2012-07-01

    Academic surgeons play an instrumental role in the training of our medical students and surgical residents. Although volunteer faculty often have an important role in the clinical development of surgeons-in-training, the tasks of curricular development, structured didactic sessions, professional advising, research sponsorship, and mentoring at all levels fall to the academic surgeon. Historically, the career advancement path for an academic physician favored grant acquisition and scholarly publication. Broader definitions of scholarship have emerged, along with corresponding modifications in academic award systems that allow advancement in faculty rank based on a surgeon's educational efforts. PMID:22704713

  7. Academic Talent Development Programs: A Best Practices Model

    ERIC Educational Resources Information Center

    Gagné, Françoys

    2015-01-01

    This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the "Differentiating Model of Giftedness and Talent," the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles…

  8. Fresh Thinking about Academic Development: Authentic, Transformative, Disruptive?

    ERIC Educational Resources Information Center

    Loads, Daphne; Campbell, Fiona

    2015-01-01

    We highlight three ways of conceptualising and enacting academic development: firstly as authentic, practice-based activity, secondly in terms of a new transformative paradigm for academic development units (ADUs), and thirdly as a space for disruption. We illustrate these conceptualisations through our investigation of the practice of internal…

  9. Betwixt and Between: Academic Developers in the Margins

    ERIC Educational Resources Information Center

    Little, Deandra; Green, David A.

    2012-01-01

    Previously, the authors developed a theoretical framework drawing on an early sociological study of migration to explore how marginality--being between cultures--might account for academic developers' "hybrid" academic identities and help them navigate institutional power dynamics. Based on data from semi-structured interviews, this empirical…

  10. Academic Professional Development Strategies to Facilitate Educational Changes in Universities

    ERIC Educational Resources Information Center

    Gonzalez Alonso, Gloria Amparo

    2009-01-01

    This qualitative within-case study explored how planned educational change in universities can be facilitated through academic professional development strategies. Thus this study attempted to shed some light on the dynamics of educational planned change in universities and their implications for academic professional development of faculty. The…

  11. What Game Are We In? Living with Academic Development

    ERIC Educational Resources Information Center

    Lee, Alison; McWilliam, Erica

    2008-01-01

    This article explores the anxieties and political struggles around the professionalisation of academic development in contemporary universities. It seeks to go beyond the work of classification and categorisation of "roles and identities" of academic developers with its attendant oppositional or conciliatory metaphors, to re-describe the…

  12. A Language Development Program to Improve the Receptive Language Skills of Disadvantaged Kindergarten Children.

    ERIC Educational Resources Information Center

    Trushin, Barbara Y.

    In a primary school in Dade County, Florida, disadvantaged kindergarten children were entering first grade without the receptive language and listening skills necessary to succeed academically. A practicum attempted to remedy this problem by stimulating kindergarten children's receptive language skills in vocabulary and listening comprehension.…

  13. Language and communicative development in Williams syndrome.

    PubMed

    Mervis, Carolyn B; Becerra, Angela M

    2007-01-01

    Williams syndrome, a genetic disorder caused by a microdeletion of approximately 25 genes on chromosome 7q11.23, is associated with mild to moderate intellectual disability or learning difficulties. Most individuals with Williams syndrome evidence a cognitive profile including relative strengths in verbal short-term memory and language, and considerable weakness in visuospatial construction. The syndrome has often been argued to provide strong evidence for the independence of language from other aspects of cognition. We provide a brief history of early research on the language abilities of individuals with Williams syndrome and then review contemporary studies of language and cognition in Williams syndrome, beginning with a consideration of performance on standardized assessments. In the remainder of the article, we first consider early language acquisition, with a focus on speech production and perception, vocabulary acquisition, and communicative/pragmatic development and then consider the language abilities of school-age children and adolescents, focusing on semantics, grammar, and pragmatics. We argue that rather than being the paradigm case for the independence of language from cognition, Williams syndrome provides strong evidence of the interdependence of many aspects of language and cognition. PMID:17326109

  14. Developing the academic thoracic surgeon: teaching surgery.

    PubMed

    Baumgartner, W A; Greene, P S

    2000-04-01

    Teaching surgery can be a very gratifying experience for those of us involved in academic thoracic surgery. Fundamentals of a good residency program require that patients should always be placed in the highest priority. However, the residency program should also be committed to teaching as a priority. Creating the proper operating room environment is essential for optimal conduct of the operation. This environment is similar to that of the airline industry, which is known as crew or cockpit resource management. The design of a teaching program needs to have evaluation as one of its key elements. In addition to resident evaluation, it is also important to have faculty evaluation by the residents. The goal of any residency program should be to foster the development of the future leaders in our specialty. The information contained within this article represents the art and science of teaching thoracic surgery as applied by the faculty in the Division of Cardiac Surgery at The Johns Hopkins Hospital. PMID:10727957

  15. Developing a clinical academic career pathway for nursing.

    PubMed

    Coombs, Maureen; Latter, Sue; Richardson, Alison

    Since the publication of the UK Clinical Research Collaboration's (UKRC, 2007) recommendations on careers in clinical research, interest has grown in the concept of clinical academic nursing careers, with increased debate on how such roles might be developed and sustained (Department of Health, 2012). To embed clinical academic nursing roles in the NHS and universities, a clear understanding and appreciation of the contribution that such posts might make to organisational objectives and outcomes must be developed. This paper outlines an initiative to define the potential practice and research contribution of clinical academic roles through setting out role descriptors. This exercise was based on our experience of a clinical academic career initiative at the University of Southampton run in partnership with NHS organisations. Role descriptors were developed by a group of service providers, academics and two clinical academic award-holders from the local programme. This paper outlines clinical academic roles from novice to professor and describes examples of role descriptors at the different levels of a career pathway. These descriptors are informed by clinical academic posts in place at Southampton as well as others at the planning stage. Understanding the nature of clinical academic posts and the contribution that these roles can make to healthcare will enable them to become embedded into organisational structures and career pathways. PMID:23123839

  16. Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning

    ERIC Educational Resources Information Center

    Jalkanen, Juha, Ed.; Jokinen, Elina, Ed.; Taalas, Peppi, Ed.

    2015-01-01

    "Voices of Pedagogical Development" is a collection of articles written by teacher-researchers at the University of Jyväskylä Language Centre. It shares the fruits of their ideas and development work in the areas of academic literacies, new forms of teaching and learning, and internationalisation. Part one aims at establishing and…

  17. Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades

    ERIC Educational Resources Information Center

    LaRusso, Maria; Jones, Stephanie M.; Kim, Ha Yeon; Kim, James; Donovan, Suzanne; Snow, Catherine

    2016-01-01

    This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and…

  18. Responding to the Academic and Social Needs of English Language Learners in High Schools with Shifting Demographics

    ERIC Educational Resources Information Center

    Bosworth, Tina M.

    2012-01-01

    The purpose of this study is to examine how high schools with shifting demographics respond to the academic and social needs of English language learners. Increasingly schools and teachers are asked to teach students who come from homes where English is not the primary language. The implications of shifting demographics impacts high school…

  19. New Frontiers in Language Evolution and Development.

    PubMed

    Oller, D Kimbrough; Dale, Rick; Griebel, Ulrike

    2016-04-01

    This article introduces the Special Issue and its focus on research in language evolution with emphasis on theory as well as computational and robotic modeling. A key theme is based on the growth of evolutionary developmental biology or evo-devo. The Special Issue consists of 13 articles organized in two sections: A) Theoretical foundations and B) Modeling and simulation studies. All the papers are interdisciplinary in nature, encompassing work in biological and linguistic foundations for the study of language evolution as well as a variety of computational and robotic modeling efforts shedding light on how language may be developed and may have evolved. PMID:27120154

  20. Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance

    ERIC Educational Resources Information Center

    Wolf, Mikyung Kim; Faulkner-Bond, Molly

    2016-01-01

    States use standards-based English language proficiency (ELP) assessments to inform relatively high-stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students' level of ELP and readiness for reclassification. The results are also used to evaluate the…

  1. Cultivating Space for the Language Boomerang: The Interplay of Two Languages as Academic Resources

    ERIC Educational Resources Information Center

    Martin-Beltran, Melinda

    2009-01-01

    Grounded in sociocultural theory, this study uses an ecological approach to examine how student interactions within a dual-language school context may offer affordances for increased linguistic and conceptual understanding. Using qualitative analysis of student discourse, this paper focuses on data from recorded interactions between pairs of…

  2. Language development in children with spina bifida.

    PubMed

    Fletcher, Jack M; Barnes, Marcia; Dennis, Maureen

    2002-09-01

    Spina bifida meningomyelocele (SBM) is the most common severely disabling birth defect in North America. It is a disorder of the central nervous system that includes, in addition to the defining spinal dysraphism, congenital malformations of the cerebellum and corpus callosum that, along with hydrocephalus, produces a range of cognitive and motor difficulties, including language. In the language domain, many children with SBM demonstrate adequate development of language at the level of form and content (grammar and lexicon). However, most children with SBM experience significant difficulties in the construction of meaning and in pragmatic communication, both of which require flexible language processing in real time. Assessment and intervention should specifically attend to the development of meaning construction and semantic-pragmatic communication. PMID:12350041

  3. Development of the Tensoral Computer Language

    NASA Technical Reports Server (NTRS)

    Ferziger, Joel; Dresselhaus, Eliot

    1996-01-01

    The research scientist or engineer wishing to perform large scale simulations or to extract useful information from existing databases is required to have expertise in the details of the particular database, the numerical methods and the computer architecture to be used. This poses a significant practical barrier to the use of simulation data. The goal of this research was to develop a high-level computer language called Tensoral, designed to remove this barrier. The Tensoral language provides a framework in which efficient generic data manipulations can be easily coded and implemented. First of all, Tensoral is general. The fundamental objects in Tensoral represent tensor fields and the operators that act on them. The numerical implementation of these tensors and operators is completely and flexibly programmable. New mathematical constructs and operators can be easily added to the Tensoral system. Tensoral is compatible with existing languages. Tensoral tensor operations co-exist in a natural way with a host language, which may be any sufficiently powerful computer language such as Fortran, C, or Vectoral. Tensoral is very-high-level. Tensor operations in Tensoral typically act on entire databases (i.e., arrays) at one time and may, therefore, correspond to many lines of code in a conventional language. Tensoral is efficient. Tensoral is a compiled language. Database manipulations are simplified optimized and scheduled by the compiler eventually resulting in efficient machine code to implement them.

  4. Academic Expectations Stress Inventory: Development, Factor Analysis, Reliability, and Validity

    ERIC Educational Resources Information Center

    Ang, Rebecca P.; Huan, Vivien S.

    2006-01-01

    This article describes the development and initial validation of obtained scores from the Academic Expectations Stress Inventory (AESI), which measures expectations as a source of academic stress in middle and high school Asian students. In the first study, exploratory factor analysis results from 721 adolescents suggested a nine-item scale with…

  5. Dynamic Assessment, Tutor Mediation and Academic Writing Development

    ERIC Educational Resources Information Center

    Shrestha, Prithvi; Coffin, Caroline

    2012-01-01

    Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach…

  6. Kansas Academic Librarian Perceptions of Information Literacy Professional Development Needs

    ERIC Educational Resources Information Center

    Starkey, Alysia

    2010-01-01

    The purpose of this study was to assess the professional development needs of academic instruction librarians required to improve information literacy instructional effectiveness in higher education institutions within the state of Kansas. The population in this correlational study was the 84 academic librarians with instruction duties at Kansas's…

  7. The University's Role in Economic Development: Lessons for Academic Leaders.

    ERIC Educational Resources Information Center

    Fairweather, James S.

    1990-01-01

    Increasingly, academic institutions are asked to redress perceived national and regional economic shortcomings directly through technology transfer, formation of new companies, and product development; but the effectiveness of these mechanisms is unproven. Academic administrators must assess the match between capability and goals and preserve the…

  8. Understanding the Organizational Context of Academic Program Development

    ERIC Educational Resources Information Center

    Dee, Jay R.; Heineman, William A.

    2016-01-01

    This chapter provides a conceptual model that academic leaders can use to navigate the complex, and often contentious, organizational terrain of academic program development. The model includes concepts related to the institution's external environment, as well as internal organizational structures, cultures, and politics. Drawing from the…

  9. Academic Major and Alumni Perceptions of Growth and Development.

    ERIC Educational Resources Information Center

    Richardson, Wm. Eddie

    This study compared the responses of 4,068 alumni with different academic majors on a questionnaire of dimensions of growth and development (personal/social skills, quantitative skills, verbal skills, and cultural understanding skills) to determine if students with different academic majors responded differentially to these dimensions. The Alumni…

  10. Contingent and Marginalised? Academic Development and Part-Time Teachers

    ERIC Educational Resources Information Center

    Anderson, Valerie

    2007-01-01

    Academics employed on non-standard contracts are a numerically significant part of the labour market in higher education. Concerns about access to formal academic development for this staff group have been articulated in many countries in the context of increasing emphasis on teaching quality assessment and employment regulation of "non-permanent"…

  11. Developing an English Language Textbook Evaluation Checklist

    ERIC Educational Resources Information Center

    Mukundan, Jayakaran; Hajimohammadi, Reza; Nimehchisalem, Vahid

    2011-01-01

    The paper describes the considerations that were taken into account in the development of a tentative English language textbook evaluation checklist. A brief review of the related literature precedes the crucial issues that should be considered in developing checklists. In the light of the previous evaluation checklists the developers created a…

  12. What Makes for Successful Language Development?

    ERIC Educational Resources Information Center

    Wells, Gordon

    A study was conducted to determine criteria to measure successful language development and to determine what factors might be considered to be the determiners of this development. Subjects were 16 children, aged 3 years 3 months, selected on an intuitive basis from the 64 children in the older age group to represent the full range of development,…

  13. Academic Development and Educational Developers: Perspectives from Different European Higher Education Contexts

    ERIC Educational Resources Information Center

    Di Napoli, Roberto; Fry, Heather; Frenay, Mariane; Verhesschen, Piet; Verburgh, An

    2010-01-01

    This paper reports research in five European universities, in four countries between 2004 and 2008. The research explored and compared institutional contexts for academic development and the interpretations and reflections of a number of academic developers on the organizational position and role of academic development, and of "developers". A…

  14. Project G.L.A.D. A Program of Academic Excellence. Language Acquisition to Literacy in a Multilingual Setting.

    ERIC Educational Resources Information Center

    Fountain Valley School District, CA.

    Project GLAD (Guided Language Acquisition Design), a model of inservice teacher training in which teachers learn to modify instruction to promote acquisition of English as a Second Language, is outlined. The model uses the whole language approach to language learning. Its development was guided by research in whole language theory; integration of…

  15. Language to Language: Nurturing Writing Development in Multilingual Classrooms

    ERIC Educational Resources Information Center

    Shagoury, Ruth

    2009-01-01

    The author spent four years embedded in a multilingual kindergarten classroom in which children spoke six different languages and several more years observing multilingual Head Start classrooms. She shares numerous examples of young dual language learners actively figuring out the way written language works in their first and second languages.…

  16. "Professional Contexts for Modern Languages": Work Experience and Academic Reflection in a Multilingual Context

    ERIC Educational Resources Information Center

    Gomez-Cash, Olga

    2016-01-01

    In the second year module "Professional Contexts for Modern Languages" at Lancaster University, students take 20-25 hour placements, and using a multimodal forum, they articulate their challenges, development and understanding of the varying contexts in which they are working. In summative assessment, students across languages and types…

  17. Academic Risk Taking, Development, and External Constraint.

    ERIC Educational Resources Information Center

    Clifford, Margaret M.; And Others

    1990-01-01

    Academic risk taking--the selection of schoollike tasks ranging in difficulty and probability of success--was examined for 602 students in grades 4, 6, and 8 in Taiwan. Results of a self-report measure of tolerance for failure and a risk-taking task are discussed concerning self-enhancement versus self-assessment goals, metacognitive skills, and…

  18. Current Developments in Measuring Academic Behavioural Confidence

    ERIC Educational Resources Information Center

    Sander, Paul

    2009-01-01

    Using published findings and by further analyses of existing data, the structure, validity and utility of the Academic Behavioural Confidence scale (ABC) is critically considered. Validity is primarily assessed through the scale's relationship with other existing scales as well as by looking for predicted differences. The utility of the ABC scale…

  19. The Writing Consultation: Developing Academic Writing Practices

    ERIC Educational Resources Information Center

    Murray, Rowena; Thow, Morag; Moore, Sarah; Murphy, Maura

    2008-01-01

    This article describes and analyses a specific mechanism, the writing consultation, designed to help academics to prioritise, reconceptualise and improve their writing practices. It makes the case for its potential to stimulate consideration of writing practices and motivations, a possible precondition for creating time for writing in academic…

  20. Foundational Academic Development: Building Collegiality across Divides?

    ERIC Educational Resources Information Center

    Clarke, Catherine; Reid, Jacqueline

    2013-01-01

    There is limited research into the effectiveness of non-accredited foundational courses for new academic staff. An ongoing issue is that of attention and anxiety overload in the critical first period of employment when the challenges of establishing oneself in a new collegial environment are most acute. Approaches to addressing this issue may be…

  1. Prenatal Chemical Exposures and Child Language Development

    PubMed Central

    Dzwilewski, Kelsey LC; Schantz, Susan L

    2015-01-01

    The goal of this review is to summarize the evidence that prenatal and/or early postnatal exposure to certain chemicals, both man made (insulating materials, flame retardants, pesticides) and naturally occurring (e.g. lead, mercury), may be associated with delays or impairments in language development. We focus primarily on a subset of more extensively studied chemicals—polychlorinated biphenyls (PCBs), lead, and methyl mercury—for which a reasonable body of literature on neurodevelopmental outcomes is available. We also briefly summarize the smaller body of evidence for other chemicals including polybrominated diphenyl ether flame retardants (PBDEs) and organophosphate pesticides. Very few studies have used specific assessments of language development and function. Therefore, we included discussion of aspects of cognitive development such as overall intellectual functioning and verbal abilities that rely on language, as well as aspects of cognition such as verbal and auditory working memory that are critical underpinnings of language development. A high percentage of prospective birth cohort studies of PCBs, lead and mercury have reported exposure-related reductions in overall IQ and/or verbal IQ that persist into middle or late childhood. Given these findings, it is important that clinicians and researchers in communication sciences and disorders are aware of the potential for environmental chemicals to impact language development. PMID:26255253

  2. Early Career Academic Perceptions, Attitudes and Professional Development Activities: Questioning the Teaching and Research Gap to Further Academic Development

    ERIC Educational Resources Information Center

    Matthews, Kelly E.; Lodge, Jason M.; Bosanquet, Agnes

    2014-01-01

    Early career academia is a challenging time, particularly as academics are facing increasing pressures to excel across a range of areas. Boyer argued for the "true scholar" versed in the overlapping areas of scholarship in research, teaching, integration and engagement. Academic developers have an important role to play in assisting the…

  3. Language Development Hinges on Communication: An Emergentist Perspective

    ERIC Educational Resources Information Center

    Abrar-Ul-Hassan, Shahid

    2011-01-01

    Studies on the human language system have brought to the fore two key aspects. First, the prime function of language is communication. Second, language exists in the social world. The language learning process takes place within the sociocultural context and the relevant macrostructures that influence language use and development. According to the…

  4. Materials Development for Language Learning and Teaching

    ERIC Educational Resources Information Center

    Tomlinson, Brian

    2012-01-01

    This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of…

  5. Modeling Socioeconomic Status Effects on Language Development

    ERIC Educational Resources Information Center

    Thomas, Michael S. C.; Forrester, Neil A.; Ronald, Angelica

    2013-01-01

    Socioeconomic status (SES) is an important environmental predictor of language and cognitive development, but the causal pathways by which it operates are unclear. We used a computational model of development to explore the adequacy of manipulations of environmental information to simulate SES effects in English past-tense acquisition, in a data…

  6. Development of English Language Teaching Reflection Inventory

    ERIC Educational Resources Information Center

    Akbari, Ramin; Behzadpoor, Foad; Dadvand, Babak

    2010-01-01

    The present study was carried out to develop and validate an L2 teacher reflection instrument. For this purpose, a six component model of second language (L2) teacher reflection, encompassing practical, cognitive, meta-cognitive, affective, critical and moral reflection, was developed using experts' opinion and a comprehensive review of the…

  7. Developing Foreign Language Teacher Standards in Uruguay

    ERIC Educational Resources Information Center

    Kuhlman, Natalie A.

    2010-01-01

    This article documents the development of foreign language (FL) teacher standards in Uruguay. It begins by discussing what it means to be a teacher, what standards are and are not, and how they can be helpful or misused in teacher development. In the proposal, a distinction is made between teacher preparation programs that are course-based and…

  8. The Development of the Defense Language Aptitude Battery (DLAB)

    ERIC Educational Resources Information Center

    Petersen, Calvin R.; Ali-Haik, Antoine R.

    1976-01-01

    Develops and validates a new language aptitude battery to be used for the selection of military personnel for training at the Defense Language Institute which offers over 50 foreign language courses. (RC)

  9. A Comparison of Career Technical Education--16 Career Pathway High School Participants with Non-Participants on Academic Achievement, School Engagement, and Development of Technical Skills

    ERIC Educational Resources Information Center

    Orozco, Edith Aimee

    2010-01-01

    The objective of this research was to compare Career Technical Education--16 Career Pathway high school participants with non-participants on academic achievement, development of technical skills and school engagement. Academic achievement was measured by Exit Level Math and English Language Arts Texas Assessment of Knowledge and Skills (TAKS)…

  10. The association between aerobic fitness and language processing in children: implications for academic achievement.

    PubMed

    Scudder, Mark R; Federmeier, Kara D; Raine, Lauren B; Direito, Artur; Boyd, Jeremy K; Hillman, Charles H

    2014-06-01

    Event-related brain potentials (ERPs) have been instrumental for discerning the relationship between children's aerobic fitness and aspects of cognition, yet language processing remains unexplored. ERPs linked to the processing of semantic information (the N400) and the analysis of language structure (the P600) were recorded from higher and lower aerobically fit children as they read normal sentences and those containing semantic or syntactic violations. Results revealed that higher fit children exhibited greater N400 amplitude and shorter latency across all sentence types, and a larger P600 effect for syntactic violations. Such findings suggest that higher fitness may be associated with a richer network of words and their meanings, and a greater ability to detect and/or repair syntactic errors. The current findings extend previous ERP research explicating the cognitive benefits associated with greater aerobic fitness in children and may have important implications for learning and academic performance. PMID:24747513

  11. The Association between Aerobic Fitness and Language Processing in Children: Implications for Academic Achievement

    PubMed Central

    Scudder, Mark R.; Federmeier, Kara D.; Raine, Lauren B.; Direito, Artur; Boyd, Jeremy K.; Hillman, Charles H.

    2014-01-01

    Event-related brain potentials (ERPs) have been instrumental for discerning the relationship between children’s aerobic fitness and aspects of cognition, yet language processing remains unexplored. ERPs linked to the processing of semantic information (the N400) and the analysis of language structure (the P600) were recorded from higher and lower aerobically fit children as they read normal sentences and those containing semantic or syntactic violations. Results revealed that higher fit children exhibited greater N400 amplitude and shorter latency across all sentence types, and a larger P600 effect for syntactic violations. Such findings suggest that higher fitness may be associated with a richer network of words and their meanings, and a greater ability to detect and/or repair syntactic errors. The current findings extend previous ERP research explicating the cognitive benefits associated with greater aerobic fitness in children and may have important implications for learning and academic performance. PMID:24747513

  12. Improving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development

    ERIC Educational Resources Information Center

    Cabell, Sonia Q.; Downer, Jason T.

    2011-01-01

    MyTeachingPartner (MTP) is a Web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial…

  13. Developing Independent Listening Skills for English as an Additional Language Students

    ERIC Educational Resources Information Center

    Picard, Michelle; Velautham, Lalitha

    2016-01-01

    This paper describes an action research project to develop online, self-access listening resources mirroring the authentic academic contexts experienced by graduate university students. Current listening materials for English as an Additional Language (EAL) students mainly use Standard American English or Standard British pronunciation, and far…

  14. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School

    ERIC Educational Resources Information Center

    Gose, Robin Margaretha

    2013-01-01

    English language learners (EL) are the fastest growing sub-group of the student population in California, yet ELs also score the lowest on the science section of the California Standardized Tests. In the area of bilingual education, California has dramatically changed its approach to English learners since the passage of Proposition 227 in 1998,…

  15. One-Parent-One-Language (OPOL) Families: Is the Majority Language-Speaking Parent Instrumental in the Minority Language Development?

    ERIC Educational Resources Information Center

    Venables, Elizabeth; Eisenchlas, Susana A.; Schalley, Andrea C.

    2014-01-01

    The aim of this study is to examine the strategies majority language-speaking parents use to support the development of the minority language in families who follow the pattern of exposure known as one-parent-one-language (OPOL). In this particular pattern of raising a child bilingually, each parent speaks only their own native language to their…

  16. Development of Network Synchronization Predicts Language Abilities.

    PubMed

    Doesburg, Sam M; Tingling, Keriann; MacDonald, Matt J; Pang, Elizabeth W

    2016-01-01

    Synchronization of oscillations among brain areas is understood to mediate network communication supporting cognition, perception, and language. How task-dependent synchronization during word production develops throughout childhood and adolescence, as well as how such network coherence is related to the development of language abilities, remains poorly understood. To address this, we recorded magnetoencephalography while 73 participants aged 4-18 years performed a verb generation task. Atlas-guided source reconstruction was performed, and phase synchronization among regions was calculated. Task-dependent increases in synchronization were observed in the theta, alpha, and beta frequency ranges, and network synchronization differences were observed between age groups. Task-dependent synchronization was strongest in the theta band, as were differences between age groups. Network topologies were calculated for brain regions associated with verb generation and were significantly associated with both age and language abilities. These findings establish the maturational trajectory of network synchronization underlying expressive language abilities throughout childhood and adolescence and provide the first evidence for an association between large-scale neurophysiological network synchronization and individual differences in the development of language abilities. PMID:26401810

  17. Beliefs about language development: construct validity evidence.

    PubMed

    Donahue, Mavis L; Fu, Qiong; Smith, Everett V

    2012-01-01

    Understanding language development is incomplete without recognizing children's sociocultural environments, including adult beliefs about language development. Yet there is a need for data supporting valid inferences to assess these beliefs. The current study investigated the psychometric properties of data from a survey (MODeL) designed to explore beliefs in the popular culture, and their alignment with more formal theories. Support for the content, substantive, structural, generalizability, and external aspects of construct validity of the data were investigated. Subscales representing Behaviorist, Cognitive, Nativist, and Sociolinguistic models were identified as dimensions of beliefs. More than half of the items showed a high degree of consensus, suggesting culturally-transmitted beliefs. Behaviorist ideas were most popular. Bilingualism and ethnicity were related to Cognitive and Sociolinguistic beliefs. Identifying these beliefs may clarify the nature of child-directed speech, and enable the design of language intervention programs that are congruent with family and cultural expectations. PMID:23270979

  18. Metaphoric competence in cognitive and language development.

    PubMed

    Marschark, M; Nall, L

    1985-01-01

    Consideration of the age-related changes in children's language and cognitive development suggests qualitative changes in their creative language use. Many, if not most, researchers in the area have argued that some metaphoric competence emerges far earlier than would be expected on the basis of explanation or interpretation tasks alone. These same researchers, however, appear largely to have neglected consideration of the cognitive prerequisites for such abilities and differences between what is nonliteral for the adult and nonliteral for the child. If figurative language is defined as involving intentional violation of conceptual boundaries in order to highlight some correspondence, one must be sure that children credited with that competence have (1) the metacognitive and metalinguistic abilities to understand at least some of the implications of such language (Lakoff & Johnson, 1980; Nelson, 1974; Nelson & Nelson, 1978), (2) a conceptual organization that entails the purportedly violated conceptual boundaries (Lange, 1978), and (3) some notion of metaphoric tension as well as ground. Having stacked the definitional cards, we doubt that many investigators would assert that 2-year-old children at nonverbal symbolic play are doing anything that is literally metaphorical in our terms. But neither will we deny that one can observe creative components in the verbal and nonverbal play of the young child that are precursors of later nonliteral language skills (see McCune-Nicolich, 1981, for discussion). We simply do not see these creative abilities as specific to language in any way that justifies calling them metaphoric competence. Rather, the child's abilities to deal flexibly with the world, to "play" with possible alternative organizations of it, and to see similarity in diversity represent the bases of subsequent cognitive as well as language development. Far from being an exceptional aspect of development, apparently nonliteral language should be considered a

  19. Pragmatic Language Development in Language Impaired and Typically Developing Children: Incorrect Answers in Context

    ERIC Educational Resources Information Center

    Ryder, Nuala; Leinonen, Eeva

    2014-01-01

    This study focused on young children's incorrect answers to pragmatically demanding questions. Children with specific language impairment (SLI), including a subgroup with pragmatic language difficulties (PLD) and typically developing children answered questions targeting implicatures, based on a storybook and short verbal scenarios.…

  20. The Effects of Synchronous Text-Based Computer-Mediated Communication Tasks on the Development of L2 and Academic Literacy: A Mixed Methods Study

    ERIC Educational Resources Information Center

    Li, Jinrong

    2012-01-01

    The dissertation examines how synchronous text-based computer-mediated communication (SCMC) tasks may affect English as a Second Language (ESL) learners' development of second language (L2) and academic literacy. The study is motivated by two issues concerning the use of SCMC tasks in L2 writing classes. First, although some of the alleged…

  1. Enable: Developing Instructional Language Skills.

    ERIC Educational Resources Information Center

    Witt, Beth

    The program presented in this manual provides a structure and activities for systematic development of effective listening comprehension in typical and atypical children. The complete ENABLE kit comes with pictures, cut-outs, and puppets to illustrate the directives, questions, and narrative activities. The manual includes an organizational and…

  2. [Language development: psychosocial requirements for communication].

    PubMed

    Clemente, R A; Villanueva, L

    1999-02-01

    This work describes the social and psychological characteristics of attachment adults. These features are considered as sociopsychological prerequisites for the child language development. The focus is put on the so-called no formal education, suitable for these attachment adults who are involved affectively and emotionally. Some educational strategies to be practised at home are also presented. PMID:10778497

  3. Developing Language Skills in Science Classrooms

    ERIC Educational Resources Information Center

    Jimenez-Silva, Margarita; Gomez, Conrado Laborin

    2011-01-01

    Science teachers need specific strategies to develop writing skills along with science content. Fortunately, research has demonstrated that science-teaching methodology can accomplish both the teaching of science content and various language skills, including writing. A technique suitable for and utilized by science teachers is the "mode…

  4. Career Development in Language Education Programs

    ERIC Educational Resources Information Center

    Shawer, Saad Fathy; Alkahtani, Saad Ali

    2013-01-01

    This study assesses the influence of a two-year language program evaluation on program directors and faculty career development. The study makes use of mixed-paradigms (positivism and qualitative interpretive), mixed-strategies (survey research and qualitative evaluation), one-way analysis of variance (ANOVA) and a post-hoc test of multiple…

  5. English Language Development: Guidelines for Instruction

    ERIC Educational Resources Information Center

    Saunders, William; Goldenberg, Claude; Marcelletti, David

    2013-01-01

    Having reviewed several bodies of research, the authors provide 14 guidelines for educators to help English learners (ELs) make greater strides in learning English. These guidelines are: (1) Providing English Language Development (ELD) instruction is better than not providing it; (2) ELD instruction should continue at least until ELs attain…

  6. Taiwan's Chinese Language Development and the Creation of Language Teaching Analysis

    ERIC Educational Resources Information Center

    Tsai, Cheng-Hui; Wang, Chuan Po

    2015-01-01

    Chinese Teaching in Taiwan in recent years in response to the international trend of development, making at all levels of Chinese language teaching in full swing, for the recent boom in Chinese language teaching, many overseas Chinese language learning for children also had a passion while actively learning Chinese language, and even many overseas…

  7. Implications of Bilingual Development for Specific Language Impairments in Turkey

    ERIC Educational Resources Information Center

    Topbas, Seyhun

    2011-01-01

    The potential impact of bilingualism on children's language development has emerged as a crucial concern for Turkey, but so far it has not been addressed from the point of view of language disorders. This short review examines the potential impact of bilingual language development for language impairments in Turkey, with special emphasis on the…

  8. Academic achievement and course taking among language minority youth in U.S. schools: Effects of ESL placement

    PubMed Central

    Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra

    2014-01-01

    The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant negative estimated effect of ESL placement on science enrollment and cumulative GPA is consistently found. Perhaps more important, however, no positive effects of ESL placement on the achievement of language minority youth are found when accounting for English proficiency and other potential covariates. PMID:25431506

  9. Consequences and Validity of Performance Assessment for English Language Learners: Integrating Academic Language and ELL Instructional Needs into Opportunity to Learn Measures. CSE 678

    ERIC Educational Resources Information Center

    Aguirre-Munoz, Zenaida; Boscardin, Christy Kim; Jones, Barbara; Park, Jae-Eun; Chinen, Marjorie; Shin, Hye Sook; Lee, Janet; Amabisca, Anastasia Aimee; Benner, Aprile

    2006-01-01

    To further the understanding of ELL (under) achievement and broaden the current scope of OTL models, the primary focus of this study was to investigate process and content opportunities that are particularly relevant to improving ELL achievement with particular attention to the relationship between opportunities to acquire academic language and…

  10. Placing a Value on Academic Work: The Development and Implementation of a Time-Based Academic Workload Model

    ERIC Educational Resources Information Center

    Kenny, John; Fluck, Andrew; Jetson, Tim

    2012-01-01

    This paper presents a detailed case study of the development and implementation of a quantifiable academic workload model in the education faculty of an Australian university. Flowing from the enterprise bargaining process, the Academic Staff Agreement required the implementation of a workload allocation model for academics that was quantifiable…

  11. Academic Audit: Development of a Planning, Budgeting, and Evaluation Model for Academic Programs.

    ERIC Educational Resources Information Center

    Cochran, Thomas R.; Felder, Nathaniel L.

    The development of a planning, budgeting, and evaluation model, referred to as an "academic audit" model, at the University of North Carolina, Asheville, is described. The model is essentially a model for planning resource reallocation in conjunction with redefining and reestablishing institutional goals and mission statements. Priorities for…

  12. Envisioning Knowledge: Building Literacy in the Academic Disciplines. Language and Literacy Series

    ERIC Educational Resources Information Center

    Langer, Judith A.

    2010-01-01

    This book by Judith Langer--internationally known scholar in literacy learning--examines how people gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history. Based on extensive research, it offers a new framework for conceptualizing knowledge development (rather than…

  13. Academic Enhancement through Planned Leadership Growth and Development.

    ERIC Educational Resources Information Center

    Fritz, Susan; Bell, Lloyd

    This document describes the Experiential Leadership Development (ExLD) Program, a program designed to emphasize leadership and interpersonal skill development for undergraduate students. The program offers a comprehensive program of leadership and interpersonal skill development through academic coursework, leadership seminars, and practical…

  14. Academic medicine amenities unit: developing a model to integrate academic medical care with luxury hotel services.

    PubMed

    Kennedy, David W; Kagan, Sarah H; Abramson, Kelly Brennen; Boberick, Cheryl; Kaiser, Larry R

    2009-02-01

    The interface between established values of academic medicine and the trend toward inpatient amenities units requires close examination. Opinions of such units can be polarized, reflecting traditional reservations about the ethical dilemma of offering exclusive services only to an elite patient group. An amenities unit was developed at the University of Pennsylvania Health System in 2007, using an approach that integrated academic medicine values with the benefits of philanthropy and service excellence to make amenities unit services available to all patients. Given inherent internal political concerns, a broadly based steering committee of academic and hospital leadership was developed. An academically appropriate model was conceived, anchored by four principles: (1) integration of academic values, (2) interdisciplinary senior leadership, (3) service excellence, and (4) recalibrated occupancy expectations based on multiple revenue streams. Foremost is ensuring the same health care is afforded all patients throughout the hospital, thereby overcoming ethical challenges and optimizing teaching experiences. Service excellence frames the service ethic for all staff, and this, in addition to luxury hotel-style amenities, differentiates the style and feel of the unit from others in the hospital. Recalibrated occupancy creates program viability given revenue streams redefined to encompass gifts and patient revenue, including both reimbursement and self-pay. The medical-surgical amenities patient-care unit has enjoyed a successful first year and a growing stream of returning patients and admitting physicians. Implications for other academic medical centers include opportunities to extrapolate service excellence throughout the hospital and to cultivate philanthropy to benefit services throughout the medical center. PMID:19174661

  15. Children with Specific Language Impairment and their Contribution To the Study of Language Development

    PubMed Central

    Leonard, Laurence B.

    2015-01-01

    Children with specific language impairment (SLI) are distinguishable from typically developing children primarily in the pace and course of their language development. For this reason, they are appropriate candidates for inclusion in any theory of language acquisition. In this paper, the areas of overlap between children with SLI and those developing in typical fashion are discussed, along with how the joint study of these two populations can enhance our understanding of the language development process. In particular, evidence from children with SLI can provide important information concerning the role of language typology in language development, the optimal ages for acquiring particular linguistic details, the robustness of the bilingual advantage for children, the role of input in children's acquisition of grammatical details, the unintended influence of processing demands during language assessment, and the study of individual differences in language development. PMID:25023495

  16. Examining English Language Development among English Language Learners with Specific Learning Disability

    ERIC Educational Resources Information Center

    Estrada, Karla V.

    2013-01-01

    As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan &…

  17. The Comparative Study of First and Second Language Development.

    ERIC Educational Resources Information Center

    Clahsen, Harald

    1990-01-01

    Compares different approaches to first- and second-language development. It is argued that the observed differences between first- and (adult) second-language acquisition can be accounted for by assuming that adult second-language learners can not use Universal Grammar principles as a learning device in the same way that first-language learners…

  18. NIPTE: a multi-university partnership supporting academic drug development.

    PubMed

    Gurvich, Vadim J; Byrn, Stephen R

    2013-10-01

    The strategic goal of academic translational research is to accelerate translational science through the improvement and development of resources for moving discoveries across translational barriers through 'first in humans' studies. To achieve this goal, access to drug discovery resources and preclinical IND-enabling infrastructure is crucial. One potential approach of research institutions for coordinating preclinical development, based on a model from the National Institute for Pharmaceutical Technology and Education (NIPTE), can provide academic translational and medical centers with access to a wide variety of enabling infrastructure for developing small molecule clinical candidates in an efficient, cost-effective manner. PMID:23732177

  19. Perceptions of Neutrality through a Post-Colonial Lens: Institutional Positioning in Canadian Academic Development

    ERIC Educational Resources Information Center

    Wuetherick, Brad; Ewert-Bauer, Tereigh

    2012-01-01

    The question of whether neutrality is possible in academic development invites us to explore the particular place of academic development in our institutions and how academic development is positioned in our particular national and institutional environments. This paper, which reports on a small pilot study of how Canadian academic development is…

  20. The Impact of Academic Self-Efficacy, Acculturation Difficulties, and Language Abilities on Procrastination Behavior in Chinese International Students

    ERIC Educational Resources Information Center

    Lowinger, Robert Jay; He, Zhaomin; Lin, Miranda; Chang, Mei

    2014-01-01

    This study examined the role of academic self-efficacy, acculturation difficulties, and language abilities on procrastination behavior using a convenience sample of 264 Chinese international students studying at three public universities in the United States. While there were no significant mean gender differences on any of the measures, results…

  1. A Study of Students' Academic Change in Mathematics and Language Achievement: A Multilevel Structural Equation Model (MSEM) Approach.

    ERIC Educational Resources Information Center

    Rugutt, John K.; Ellett, Chad D.

    This study investigated whether individual change over time in mathematics and language differs from student to student and whether individual parameters of each of these domains were related within domain. The study also attempted to gain an understanding of individual change in student academic achievement through the application of one of the…

  2. The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students

    ERIC Educational Resources Information Center

    Dev, Smitha; Qiqieh, Sura

    2016-01-01

    The present study aims to find out the relationship between English Language proficiency, self-esteem, and academic achievement of the students in Abu Dhabi University (ADU). The variables were analyzed using "t" test, chi-squire and Pearson's product moment correlation. In addition, Self-rating scale, Self-esteem inventory and Language…

  3. A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students

    ERIC Educational Resources Information Center

    Liu, Hui-ju; Chen, Chien-wei

    2015-01-01

    This study aimed to investigate EFL learner language anxiety and learning motivation of high school students. Subjects included 155 students from the same private senior high school in central Taiwan, 60 in academic track and 95 in vocational track. The majority of the participants started taking English lessons either before entering elementary…

  4. Helping Taiwanese Graduate Students Help Themselves: Applying Corpora to Industrial Management English as a Foreign Language Academic Reading and Writing

    ERIC Educational Resources Information Center

    Reynolds, Barry Lee

    2015-01-01

    Lack of knowledge in the conventional use of vocabulary and multiword patterns in one's respective field of expertise causes Taiwanese students to produce academic writing that is markedly "non-nativelike." This is because Taiwanese students are first and foremost second language readers and often have difficulty "picking up…

  5. A Study of the Predictors of Academic Success of High School English Language Learners in One Tennessee Urban School District

    ERIC Educational Resources Information Center

    Sekar, Sharada

    2009-01-01

    In consideration of the widening achievement gap between native English speaking and non-English speaking students, the purpose of this study was to determine whether a predictable relationship exists between the academic achievement of English language learners (ELLs) and their background variables. Specifically, this study examined differences…

  6. Effects of Academic Language Instruction on Relational and Syntactic Aspects of Morphological Awareness for Sixth Graders from Linguistically Diverse Backgrounds

    ERIC Educational Resources Information Center

    Kieffer, Michael J.; Lesaux, Nonie K.

    2012-01-01

    One dimension of language proficiency considered important for reading and writing academic texts is morphological awareness--the understanding of how complex words are formed from meaningful smaller units (i.e., affixes, roots) that contribute to words' meanings and functions. This quasi-experimental study evaluated the effects of instruction on…

  7. Adaptation of the Kaufman Survey of Early Academic and Language Skills to Turkish Children Aged 61 to 72 Months

    ERIC Educational Resources Information Center

    Uyanik, Ozgun; Kandir, Adalet

    2014-01-01

    The aim of this research is s to adapt and apply t the Kaufman Survey of Early Academic and Language Skills (K-SEALS) to Turkish children in the city of Ankara. In the study, a descriptive screening model was used. The population of the study consisted of children who showed normal developmental characteristics and who were enrolled at public…

  8. The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use

    ERIC Educational Resources Information Center

    Gurses, Meral Ozkan; Adiguzel, Oktay Cem

    2013-01-01

    This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi…

  9. Academic Staff Involvement and Openness to Diversity in International Educational Organisations: Is There a Moderating Effect of Shared Language?

    ERIC Educational Resources Information Center

    Selmer, Jan; Lauring, Jakob; Jonasson, Charlotte

    2013-01-01

    Joint work among academic staff is important for solving the ever-increasing number of complex tasks that are becoming part of everyday activities in higher education. At the same time, diversification and internationalisation may challenge collaboration processes and communication demands. Speaking a shared language consistently could be a way of…

  10. A Critical Turn in Higher Education Research: Turning the Critical Lens on the Academic Language and Learning Educator

    ERIC Educational Resources Information Center

    Percy, Alisa Jane

    2015-01-01

    This paper suggests that historical ontology, as one form of reflexive critique, is an instructive research design for making sense of the political and historical constitution of the Academic Language and Learning (ALL) educator in Australian higher education. The ALL educator in this paper refers to those practitioners in the field of ALL, whose…

  11. Developing a Non-Language Related Span Test for the Use in Language-Specific and Cross-Language Studies

    ERIC Educational Resources Information Center

    Shahnazari-Dorcheh, Mohammadtaghi; Roshan, Saeed

    2012-01-01

    Due to the lack of span test for the use in language-specific and cross-language studies, this study provides L1 and L2 researchers with a reliable language-independent span test (math span test) for the measurement of working memory capacity. It also describes the development, validation, and scoring method of this test. This test included 70…

  12. Academe as Extreme Sport: Black Women, Faculty Development, and Networking

    ERIC Educational Resources Information Center

    Davis, Dannielle Joy; Chaney, Cassandra; Edwards, LaWanda; Thompson-Rogers, G. Kaye; Gines, Kathryn T.

    2012-01-01

    In this article we describe the experiences of Black women academics who participated in one or more of the following programs geared towards supporting the research and professional development of faculty: (a) the Sisters of the Academy's (SOTA) Research Boot Camp; (b) the National Center for Faculty Development and Diversity's Faculty Success…

  13. A Conceptual Model of Career Development to Enhance Academic Motivation

    ERIC Educational Resources Information Center

    Collins, Nancy Creighton

    2010-01-01

    The purpose of this study was to develop, refine, and validate a conceptual model of career development to enhance the academic motivation of community college students. To achieve this end, a straw model was built from the theoretical and empirical research literature. The model was then refined and validated through three rounds of a Delphi…

  14. Professional Development of Academic Library Professionals in Kerala

    ERIC Educational Resources Information Center

    Mathew, K. Susan; Baby, M. D.; Pillai, S. Sreerekha

    2011-01-01

    The paper aims to bring out the problems and prospects of the professional development opportunities of academic library professionals in the Universities in Kerala. The study is a part of research undertaken to survey the professional development activities and educational needs of library professionals in the major Universities of Kerala in the…

  15. Academic Library Development Program. Report of the Self-Study.

    ERIC Educational Resources Information Center

    Naylor, Ronald P., Comp.; And Others

    This report is the result of a self-study undertaken by the staff of the University of Miami's Otto G. Richter Library as part of the Academic Library Development Program (ALDP), a management self-study program developed by the Association of Research Libraries' Office of University Library Management Studies. The basic responsibility for the…

  16. Language Mosaic. Developing Literacy in a Second-New Language: A New Perspective.

    ERIC Educational Resources Information Center

    Mor-Sommerfeld, Aura

    2002-01-01

    Presents a new approach to examining second language writing among young learners, which the author defines as "Language mosaic." Offers a new perspective on the process of writing development and examines how and what children do in the writing process while developing an additional language. Suggests that educators should view the process of new…

  17. Cognitive Predictors of Language Development in Children with Specific Language Impairment (SLI)

    ERIC Educational Resources Information Center

    van Daal, John; Verhoeven, Ludo; van Balkom, Hans

    2009-01-01

    Background: Language development is generally viewed as a multifactorial process. There are increasing indications that this similarly holds for the problematic language development process. Aims: A population of 97 young Dutch children with specific language impairment (SLI) was followed over a 2-year period to provide additional evidence for the…

  18. High School Teacher Perspectives and Practices: Second Language Writing and Language Development

    ERIC Educational Resources Information Center

    Gilliland, Betsy

    2015-01-01

    Teachers' understandings of second language learning influence their practices in the classroom. This paper analyzes interview and classroom data collected during a year-long ethnographic study of two high school English language development classes to identify (1) what the teachers understood about second language (L2) development and L2 academic…

  19. The dynamic landscape of exceptional language development.

    PubMed

    Peltzer-Karpf, Annemarie

    2012-06-01

    Developmental neurocognitive studies have shown that the brain systems supporting the emergence of sensory and cognitive abilities display different profiles of neuroplasticity. The research question posed here is to what extent sensory deprivation influences the dynamics of language development. The findings reported are grounded in studies with vision-impaired children with sighted peers featured as controls (age range 18 months to 3 years). Their data are matched against findings on advanced language development in blind children (age range: from 6 to 10 years; N = 12) and hearing-impaired and deaf children (age range: from 5 to 11 years; N = 20). The data give evidence that language acquisition in sensory-impaired children follows the same overall developmental path with respect to macrostructural changes and the succession of phase-shifts. System-specific temporal discrepancies expressed in protracted phase-shifts and delayed increases of variability are most evident in the early phases. Self-organizing maps (SOMs) help to visualize individual and group-specific variation. The dynamic framework used (1) shows a higher sensibility to system-specific changes, (2) enhances the informative value of the data assessed, and (3) facilitates reliable prognoses concerning the child's cognitive and linguistic future. PMID:22612355

  20. Voices from Phnom Penh. Development & Language: Global Influences & Local Effects.

    ERIC Educational Resources Information Center

    Lo Bianco, Joseph, Ed.

    This collection of papers is based on the 5th International Conference on Language and Development: Defining the Role of Language in Development, held in Phnom Penh, Cambodia, in 2001. The 25 papers include the following: (1) "Destitution, Wealth, and Cultural Contest: Language and Development Connections" (Joseph Lo Bianco); (2) "English and East…

  1. Parents' Role in the Early Head Start Children's Language Development

    ERIC Educational Resources Information Center

    Griswold, Cecelia Smalls

    2014-01-01

    The development of language during a child's early years has been linked to parental involvement. While Early Head Start (EHS) researchers have theorized that parental involvement is an important factor in language development, there has been little research on how parents view their roles in the language development process. The purpose of this…

  2. An Examination of an English Language Development Professional Learning Community

    ERIC Educational Resources Information Center

    Vargas, Lilia A.

    2012-01-01

    California has the largest enrollment and fastest growing population of English Language Learners (ELLs) in the country. Just as ELLs enter school with diverse academic, linguistic, cultural, and social assets, teachers also enter the classroom with varying levels of preparation, skills, experiences, and knowledge about how to meet the cultural…

  3. Inquiry experiences and the development of science vocabulary and concepts with English language learners (ELLs)

    NASA Astrophysics Data System (ADS)

    Oliver, Tammy Deneene

    The primary objective of this project was to analyze the change in use of academic science vocabulary and conceptual understanding of erosion by the ELLs participating in the Math, Science and Language (MSL) camp conducted in 2008. The researcher examined archival data in the form of student journals collected during the MSL camp of 2008. Current assessments are not developed to assess both vocabulary development and conceptual understanding. The researcher developed a new assessment tool named JASTO that allowed assessment of both vocabulary and conceptual understanding parallel to one another. JASTO was used to analyze the science journals of the MSL camp of 2008. Data indicate an increase in conceptual understanding of the erosion topic. Some students expressed their understanding using everyday vocabulary and others using academic vocabulary. The type of vocabulary usage was dependent on the English language proficiency of the student.

  4. Web Database Development: Implications for Academic Publishing.

    ERIC Educational Resources Information Center

    Fernekes, Bob

    This paper discusses the preliminary planning, design, and development of a pilot project to create an Internet accessible database and search tool for locating and distributing company data and scholarly work. Team members established four project objectives: (1) to develop a Web accessible database and decision tool that creates Web pages on the…

  5. Politeness Strategies in Thai Graduate Research Paper Discussions: Implications for Second/Foreign Language Academic Writing

    ERIC Educational Resources Information Center

    Getkham, Kunyarut

    2014-01-01

    This paper investigates the use of politeness strategies in 32 discussion sections of research papers produced by Thai graduate students at Graduate School of Language and Communication, National Institute of Development Administration (NIDA), Bangkok, Thailand. The study reported in this paper adopts Brown and Levinson's (1978, 1987) and Myers'…

  6. Relationships between a Statewide Language Proficiency Test and Academic Achievement Assessments. LEP Projects Report 4

    ERIC Educational Resources Information Center

    Kato, Kentaro; Albus, Debra; Liu, Kristin; Guven, Kamil; Thurlow, Martha

    2004-01-01

    Minnesota is one of many states that began development of an English proficiency test before federal requirements were in place to do so. It had decided to put into place a test that would provide the state with a better and more uniform gauge of how its population of English language learners (ELLs) was doing in their acquisition of academic…

  7. Language in Development Constrained: Three Contexts.

    ERIC Educational Resources Information Center

    Appleby, Roslyn; Copley, Kath; Sithirajvongsa, Sisamone; Pennycook, Alastair

    2002-01-01

    Explores the political, ethical, and professional dilemmas faced by English-as-a-Second-Language professionals working in the context of Australian language aid projects in Laos, East Timor, and Cambodia. Illuminates how language aid practitioners have to deal with issues of language choice, ownership, and political context. (Author/VWL)

  8. Project Coach: Youth Development and Academic Achievement through Sport

    ERIC Educational Resources Information Center

    Intrator, Sam M.; Siegel, Donald

    2008-01-01

    Researchers and educators have long tried to find the connection between participation in sport-related activities and academic and social development among youths. This article traces the conceptual ideas that led to the design of an after-school sports program (Project Coach). This program promotes positive youth and community development…

  9. Social, Mental, Academic and Physical Development in Groups Doing Sports

    ERIC Educational Resources Information Center

    Nas, Kazim; Temel, Veysel; Akpinar, Selahattin; Akpinar, Oznur

    2012-01-01

    The aim of this study is to show whether sport has an effect on education/academic success and social, mental and physical development or not. The search involves 160 students studying at Physical Education and Sports High School at Karamanoglu Mehmetbey University. Graded quintet likert type questionnaire was used as a measuring means. The first…

  10. Reference Collection Development in Academic Libraries: Report of a Survey.

    ERIC Educational Resources Information Center

    Biggs, Mary; Biggs, Victor

    1987-01-01

    A survey of heads of academic library reference services gathered information on reference collection development. Findings included: (1) selection and weeding frequently are not guided by written policies; (2) empirical studies of use are almost nonexistent; and (3) online availability of sources is an important factor in selection. (20…

  11. Work of the Web Weavers: Web Development in Academic Libraries

    ERIC Educational Resources Information Center

    Bundza, Maira; Vander Meer, Patricia Fravel; Perez-Stable, Maria A.

    2009-01-01

    Although the library's Web site has become a standard tool for seeking information and conducting research in academic institutions, there are a variety of ways libraries approach the often challenging--and sometimes daunting--process of Web site development and maintenance. Three librarians at Western Michigan University explored issues related…

  12. Academic Institutions as Change Agents for Territorial Development

    ERIC Educational Resources Information Center

    Aranguren, Mari Jose; Guibert, José María; Valdaliso, Jesús M.; Wilson, James R.

    2016-01-01

    There is increasing interest in the role academic institutions can play as catalysts of change within the territories in which they are located, by contributing proactively to shaping socio-economic development processes. This role for universities takes us beyond the typical focus on knowledge transfer activities or broad economic impacts. It…

  13. Mapping Place and Identity in Academic Development: A Humanistic Dialogue

    ERIC Educational Resources Information Center

    Holmes, Trevor; Dea, Shannon

    2012-01-01

    This article presents a humanistic dialogue between the authors that focuses on mapping place and identity in academic development. The authors chose this format in order to capture some of the important work that conversation among intellectual peers can do--work that forms the basis of much learning at conferences and in the corridors and…

  14. Blogging as Community of Practice: Lessons for Academic Development?

    ERIC Educational Resources Information Center

    Guerin, Cally; Carter, Susan; Aitchison, Claire

    2015-01-01

    As practices and expectations around doctoral writing continue to change, so too do the demands on academic developers and learning advisors. Social media is increasingly playing a role in doctoral education, just as it is in higher education more generally. This paper explores a blog initiated in 2012 to inform and support doctoral writing; since…

  15. Proving the Pudding: Optimising the Structure of Academic Development

    ERIC Educational Resources Information Center

    Onsman, Andrys

    2011-01-01

    This paper questions the value of the current trend towards mandating formal teaching accreditation in higher education and argues that the "just-in-time" nature of short training programmes coupled with on-going occasional mentoring is likely to result in more productive professional development for academic teachers. Specifically, the paper…

  16. Collection Development Challenges for the 21st Century Academic Librarian

    ERIC Educational Resources Information Center

    Herzog, Susan

    2004-01-01

    In the down-sized academic library of the twenty-first century, many librarians with little or no formal collection development training or experience are being entrusted with large departmental budgets, occasionally without the collaboration of a department liaison. How do new librarians, or librarians new to a discipline, deal with this…

  17. When Academics Integrate Research Skill Development in the Curriculum

    ERIC Educational Resources Information Center

    Willison, J. W.

    2012-01-01

    This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n = 17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science,…

  18. Assessing the Development of Critical Language Awareness in a Foreign Language Environment.

    ERIC Educational Resources Information Center

    Zinkgraf, Magdalena

    Critical language awareness refers to how conscious people are of the ideologies hidden in the language. A study was carried out to determine whether such a critical perspective towards text could be developed in an English-as-a-Foreign-Language (EFL) context. This paper evaluates the results of the application of methods of critical discourse…

  19. Local Agency in the Development of Minority Languages: Three Language Committees in Northwest Cameroon

    ERIC Educational Resources Information Center

    Trudell, Barbara

    2006-01-01

    Examples of effective community-based action in defence of minority indigenous language are relatively few. However, three indigenous language committees of Northwest Cameroon, the Bafut, Kom and Nso' language committees, provide dynamic models of the role that community-based organisations can play in the development and maintenance of minority…

  20. Expository Discourse in Adolescents with Language Impairments: Examining Syntactic Development

    ERIC Educational Resources Information Center

    Nippold, Marilyn A.; Mansfield, Tracy C.; Billow, Jesse L.; Tomblin, J. Bruce

    2008-01-01

    Purpose: This study examined syntactic development in a large cohort of adolescents. At kindergarten, each participant had been identified as having specific language impairment (SLI), nonspecific language impairment (NLI), or typical language development (TLD). Method: The participants (n = 444) had a mean age of 13;11 (years;months; range =…

  1. Professional Development Needs of English Language Teachers in Malaysia

    ERIC Educational Resources Information Center

    Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

    2011-01-01

    This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

  2. Professional Development of Foreign Language Teachers. ERIC Digest.

    ERIC Educational Resources Information Center

    Peyton, Joy Kreeft

    This digest discusses the professional development of foreign language teachers at a time when the foreign language teaching profession is facing a number of new challenges, such as a rapidly changing student clientele, the development of national standards for foreign language education, and advances in technology. The first section of the digest…

  3. Investigating the Development of Foreign Language Anxiety: An Autobiographical Approach

    ERIC Educational Resources Information Center

    Trang, Tran Thi Thu; Baldauf, Richard B., Jr.; Moni, Karen

    2013-01-01

    Foreign language anxiety (FLA) has been found to exist in tertiary students learning foreign languages in many countries; however, limited research has explored how it develops. This study investigated how anxiety developed in students of English as a foreign language (EFL), focusing on changes in their feelings about EFL learning as they learned,…

  4. The Development of Evaluation Theories for Foreign Language Textbooks

    ERIC Educational Resources Information Center

    Lee, Sun-Min

    2013-01-01

    This study aims to carry out a theoretical survey on the development of evaluation theories for foreign language textbooks. This study also focuses on recognizing the importance of textbook development in the field of not only teaching English as a foreign language, but also teaching Korean as a foreign language. Recently, the field of teaching…

  5. Oral and Written Language Development of Children Adopted from China

    ERIC Educational Resources Information Center

    Scott, Kathleen A.; Roberts, Jenny A.; Krakow, Rena

    2008-01-01

    Purpose: The sharp increase in the number of international adoptions in the United States has prompted a heightened interest in the language development of internationally adopted children. Although recent studies have investigated the early language development of adoptees, little is known about the school-age language and literacy skills of…

  6. Peso Bilingual Language Development Project. Project Evaluation, June 30, 1970.

    ERIC Educational Resources Information Center

    Peso Education Service Center Region 16, Amarillo, TX.

    The "PESO" Bilingual Language Development Project was a 1-year pilot study in 4 West Texas county school districts involving 451 Anglo and Mexican American 1st- and 2nd-grade students. The project contained 3 components: (1) the development of bilingual oral and written language skills--instruction in the Spanish language, and the concomitant…

  7. Academic Hospitality

    ERIC Educational Resources Information Center

    Phipps, Alison; Barnett, Ronald

    2007-01-01

    Academic hospitality is a feature of academic life. It takes many forms. It takes material form in the hosting of academics giving papers. It takes epistemological form in the welcome of new ideas. It takes linguistic form in the translation of academic work into other languages, and it takes touristic form through the welcome and generosity with…

  8. Understanding the Role of Academic Language on Conceptual Understanding in an Introductory Materials Science and Engineering Course

    NASA Astrophysics Data System (ADS)

    Kelly, Jacquelyn

    Students may use the technical engineering terms without knowing what these words mean. This creates a language barrier in engineering that influences student learning. Previous research has been conducted to characterize the difference between colloquial and scientific language. Since this research had not yet been applied explicitly to engineering, conclusions from the area of science education were used instead. Various researchers outlined strategies for helping students acquire scientific language. However, few examined and quantified the relationship it had on student learning. A systemic functional linguistics framework was adopted for this dissertation which is a framework that has not previously been used in engineering education research. This study investigated how engineering language proficiency influenced conceptual understanding of introductory materials science and engineering concepts. To answer the research questions about engineering language proficiency, a convenience sample of forty-one undergraduate students in an introductory materials science and engineering course was used. All data collected was integrated with the course. Measures included the Materials Concept Inventory, a written engineering design task, and group observations. Both systemic functional linguistics and mental models frameworks were utilized to interpret data and guide analysis. A series of regression analyses were conducted to determine if engineering language proficiency predicts group engineering term use, if conceptual understanding predicts group engineering term use, and if conceptual understanding predicts engineering language proficiency. Engineering academic language proficiency was found to be strongly linked to conceptual understanding in the context of introductory materials engineering courses. As the semester progressed, this relationship became even stronger. The more engineering concepts students are expected to learn, the more important it is that they

  9. Can Emphasising Cognitive Development Improve Academic Achievement?

    ERIC Educational Resources Information Center

    Pasnak, Robert; Kidd, Julie K.; Gadzichowski, Marinka K.; Gallington, Deborah A.; Saracina, Robin P.

    2008-01-01

    Background: Children ordinarily begin their formal education at the age when the great majority of them are capable of understanding the role of addition and subtraction in changing number. In determining critical differences they can apply the oddity principle--the first "pure" abstraction that children ever develop--understanding that when all…

  10. Content Literacy and Language Development across the Curriculum: What Do Core Curriculum Content Standards Have to Say?

    ERIC Educational Resources Information Center

    Huang, Jingzi; Mullinix, Bonnie B.

    This paper utilizes a sociocultual perspective to argue that content literacy development and subject content learning are inseparable and that it is every classroom teacher's responsibility to support all students' academic language/literacy (LL) development needed for the learning of relevant content. Through an analysis of the New Jersey Core…

  11. Designing and Developing a Language Environment for Second Language Writers

    ERIC Educational Resources Information Center

    Knutsson, Ola; Pargman, Teresa Cerratto; Eklundh, Kerstin Severinson; Westlund, Stefan

    2007-01-01

    This paper presents a field study carried out with learners who used a grammar checker in real writing tasks in an advanced course at a Swedish university. The objective of the study was to investigate how students made use of the grammar checker in their writing while learning Swedish as a second language. Sixteen students with different…

  12. An ecological approach to language development: an alternative functionalism.

    PubMed

    Dent, C H

    1990-11-01

    I argue for a new functionalist approach to language development, an ecological approach. A realist orientation is used that locates the causes of language development neither in the child nor in the language environment but in the functioning of perceptual systems that detect language-world relationships and use them to guide attention and action. The theory requires no concept of innateness, thus avoiding problems inherent in either the innate ideas or the genes-as-causal-programs explanations of the source of structure in language. An ecological explanation of language is discussed in relation to concepts and language, language as representation, problems in early word learning, metaphor, and syntactic development. Finally, problems incurred in using the idea of innateness are summarized: History prior to the chosen beginning point is ignored, data on organism-environment mutuality are not collected, and the explanation claims no effect of learning, which cannot be tested empirically. PMID:2286298

  13. The "Messy" Business of Academic Developers Leading Other Academic Developers: Critical Reflection on a Curriculum Realignment Exercise

    ERIC Educational Resources Information Center

    Thomas, Sharon; Cordiner, Moira

    2014-01-01

    Little has been written about academic developers (ADs) working in teams leading other ADs. This paper chronicles the experience of a group of ADs in one Australian university working on a curriculum realignment exercise. Unexpectedly the dominant theme in participants' reflections was group dynamics, not the process. We were confronted by…

  14. Improving Science and Vocabulary Learning of English Language Learners. CREATE Brief

    ERIC Educational Resources Information Center

    August, Diane; Artzi, Lauren; Mazrum, Julie

    2010-01-01

    This brief reviews previous research related to the development of science knowledge and academic language in English language learners as well as the role of English language proficiency, learning in a second language, and first language knowledge in science learning. It also describes two successful CREATE interventions that build academic and…

  15. Community-Academic Partnerships: Developing a Service-Learning Framework.

    PubMed

    Voss, Heather C; Mathews, Launa Rae; Fossen, Traci; Scott, Ginger; Schaefer, Michele

    2015-01-01

    Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership. PMID:26428344

  16. Peer-Learning Spaces: A Staple in English Language Learners' Tool Kit for Developing Language and Literacy

    ERIC Educational Resources Information Center

    Bicais, Jeanette; Correia, Manuel G.

    2008-01-01

    Children from linguistically and culturally diverse homes are faced with the ongoing challenge of performing well academically. Research suggests that children perform better when academic tasks are meaningful and culturally relevant. This study examines the ways in which English language learners claim their home and peer cultures in the…

  17. 77 FR 36277 - Academic Development of a Training Program for Good Laboratory Practices in High Containment...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-18

    ... HUMAN SERVICES Food and Drug Administration Academic Development of a Training Program for Good... the support of a Funding Opportunity Announcement (FOA) entitled ``Academic Development of a Training... Texas Medical Branch (UTMB) Galveston National Laboratory (GNL) for the development and...

  18. Developing and Maintaining a Multimedia Language Lab

    ERIC Educational Resources Information Center

    Bingham, Scott; Humphries, Marshall

    1998-01-01

    Recent trends in education have pushed for multimedia to be made a part of every effective language program. As a result, language programs around the world are incorporating computer labs into their curricula. However, as many instructors and administrators are unfamiliar with this newer technology, integrating computer assisted language learning…

  19. Current Research/Development in Language Testing.

    ERIC Educational Resources Information Center

    Oller, John W., Jr.

    A discussion of language testing looks at the relationship between the processes of language learning and language testing, particularly from the point of view of pragmatics theory. It outlines some of the theory of Charles Sanders Pierce and its role in the evolution of linguistic theory, as well as the work of other theorists concerning the…

  20. Fundamental and Gradient Differences in Language Development

    ERIC Educational Resources Information Center

    Herschensohn, Julia

    2009-01-01

    This article reexamines Bley-Vroman's original (1990) and evolved fundamental difference hypothesis that argues that differences in path and endstate of first language acquisition and adult foreign language learning result from differences in the acquisition procedure (i.e., language faculty and cognitive strategies, respectively). The evolved…

  1. Language Development and Learning to Read: The Scientific Study of How Language Development Affects Reading Skill

    ERIC Educational Resources Information Center

    McGuinness, Diane

    2005-01-01

    Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In "Language Development and Learning to Read", Diane…

  2. Language Development in Children with Language Disorders: An Introduction to Skinner's Verbal Behavior and the Techniques for Initial Language Acquisition

    ERIC Educational Resources Information Center

    Casey, Laura Baylot; Bicard, David F.

    2009-01-01

    Language development in typically developing children has a very predictable pattern beginning with crying, cooing, babbling, and gestures along with the recognition of spoken words, comprehension of spoken words, and then one word utterances. This predictable pattern breaks down for children with language disorders. This article will discuss…

  3. Teacher Development in Action: Understanding Language Teachers' Conceptual Change

    ERIC Educational Resources Information Center

    Kubanyiova, Magdalena

    2012-01-01

    Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation, and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change. (Contains…

  4. Beyond Morphosyntax in Developing Bilinguals and "Specific" Language Impairment

    ERIC Educational Resources Information Center

    Kohnert, Kathryn; Ebert, Kerry Danahy

    2010-01-01

    In the Keynote Article, "The Interface Between Bilingual Development and Specific Language Impairment," Johanne Paradis considers issues and evidence at the intersection of children learning two languages and primary or specific language impairment (SLI). The review focuses on morphosyntactic evidence and the fit of this evidence with maturational…

  5. Some Procedures for Evaluating Language Development in Young Retarded Children.

    ERIC Educational Resources Information Center

    Bowen, Mack L.

    The study was designed to construct and evaluate a language inventory that would measure language ability of severely retarded children, aged 6 1/2 to 10 years. Five of R. M. Gagne's eight types of learning were chosen for identifying language ability, and eight subtests were developed to accompany these learning types. The subtests were stimulus…

  6. Current Developments in Language Testing. Anthology Series 25.

    ERIC Educational Resources Information Center

    Anivan, Sarinee, Ed.

    The selection of papers on language testing includes: "Language Testing in the 1990s: How Far Have We Come? How Much Further Have We To Go?" (J. Charles Alderson); "Current Research/Development in Language Testing" (John W. Oller, Jr.); "The Difficulties of Difficulty: Prompts in Writing Assessment" (Liz Hamp-Lyons, Sheila Prochnow); "The Validity…

  7. The Influence of Early Stimulation on Language Development.

    ERIC Educational Resources Information Center

    Fowler, William; Swenson, Amy

    This longitudinal study explored the effects of early language stimulation upon norms of the language development of three infants. When the infants were 4-5 months old, a long-term program of intensified early language stimulation was implemented by weekly home tutoring sessions with the parents. The tutor stimulation program consisted of an…

  8. Language: Creating a Literate Environment for Reading and Writing Development.

    ERIC Educational Resources Information Center

    Stewart, Sharon Rowe

    1987-01-01

    The article presents suggestions for speech language pathologists in helping primary grade teachers create a literate classroom environment conducive to written language development for all children including the language handicapped through teacher modeling, classroom organization and management, and meaningful reading and writing opportunities.…

  9. Second Language Literacy Development From Theory to Practice.

    ERIC Educational Resources Information Center

    Jacobson, Julie

    2003-01-01

    Discusses instructional strategies to: promote language and literacy development; enhance comprehension of content area material; and make informed decisions that effectively meet the individual needs of each second language student. Reviews six instructional principles in the area of second language learning and a lesson incorporating the…

  10. The Development of Oral Motor Control and Language

    ERIC Educational Resources Information Center

    Alcock, Katie

    2006-01-01

    Motor control has long been associated with language skill, in deficits, both acquired and developmental, and in typical development. Most evidence comes from limb praxis however; the link between oral motor control and speech and language has been neglected, despite the fact that most language users talk with their mouths. Oral motor control is…

  11. Oral Language & Vocabulary Development: Grades K-1. Alabama Reading Initiative.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    This inservice professional development module, part of the Alabama Reading Initiative, presents research summaries, notes for presenters, and activities. The Oral Language and Vocabulary module elaborates on a student's comprehension of text as it relates to the overlap between the student's system of language and the author's system of language.…

  12. Correlates of Early Language Development in Chinese Children

    ERIC Educational Resources Information Center

    Zhang, Yiwen; Jin, Xingming; Shen, Xiamong; Zhang, Jinming; Hoff, Erika

    2008-01-01

    Caregivers of 608 (331 boys and 277 girls) children in Shanghai, China reported on their children's language development and on the language teaching practices used in the home. The children were between 24 and 47 months old. The relation of age-corrected language level to paternal education, child gender, and teaching practice use was examined.…

  13. The Concurrent Development of Spelling Skills in Two Languages

    ERIC Educational Resources Information Center

    Joy, Rhonda

    2011-01-01

    The study reported on in this paper investigated the concurrent development of spelling in children learning two languages. The study compared over time and between languages the types of spelling errors made in English as a first language and French as a second. Fortyseven grade one English-speaking children completed an English and French…

  14. Bimodal Bilingual Language Development of Hearing Children of Deaf Parents

    ERIC Educational Resources Information Center

    Hofmann, Kristin; Chilla, Solveig

    2015-01-01

    Adopting a bimodal bilingual language acquisition model, this qualitative case study is the first in Germany to investigate the spoken and sign language development of hearing children of deaf adults (codas). The spoken language competence of six codas within the age range of 3;10 to 6;4 is assessed by a series of standardised tests (SETK 3-5,…

  15. Effective Oral Language Development Strategies for Elementary Teachers

    ERIC Educational Resources Information Center

    Kohler, Karen L.

    2016-01-01

    This action research study explored first and second grade classroom teachers' knowledge of oral language development and interventions for students at-risk of an oral language delay. This was accomplished through collaboration between a speech-language pathologist and classroom teachers. The data was aligned with assessments, the Response to…

  16. The language of mathematics: investigating the ways language counts for children's mathematical development.

    PubMed

    Vukovic, Rose K; Lesaux, Nonie K

    2013-06-01

    This longitudinal study examined how language ability relates to mathematical development in a linguistically and ethnically diverse sample of children from 6 to 9 years of age. Study participants were 75 native English speakers and 92 language minority learners followed from first to fourth grades. Autoregression in a structural equation modeling (SEM) framework was used to evaluate the relation between children's language ability and gains in different domains of mathematical cognition (i.e., arithmetic, data analysis/probability, algebra, and geometry). The results showed that language ability predicts gains in data analysis/probability and geometry, but not in arithmetic or algebra, after controlling for visual-spatial working memory, reading ability, and sex. The effect of language on gains in mathematical cognition did not differ between language minority learners and native English speakers. These findings suggest that language influences how children make meaning of mathematics but is not involved in complex arithmetical procedures whether presented with Arabic symbols as in arithmetic or with abstract symbols as in algebraic reasoning. The findings further indicate that early language experiences are important for later mathematical development regardless of language background, denoting the need for intensive and targeted language opportunities for language minority and native English learners to develop mathematical concepts and representations. PMID:23563157

  17. The Language and Literacy Development of Young Dual Language Learners: A Critical Review

    PubMed Central

    Hammer, Carol Scheffner; Hoff, Erika; Uchikoshi, Yuuko; Gillanders, Cristina; Castro, Dina; Sandilos, Lia E.

    2015-01-01

    The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000–2011 yielded 182 peer-reviewed articles. Findings about DLL children’s developmental trajectories in the various areas of language and literacy are presented. Much of these findings should be considered preliminary, because there were few areas where multiple studies were conducted. Conclusions were reached when sufficient evidence existed in a particular area. First, the research shows that DLLs have two separate language systems early in life. Second, differences in some areas of language development, such as vocabulary, appear to exist among DLLs depending on when they were first exposed to their second language. Third, DLLs’ language and literacy development may differ from that of monolinguals, although DLLs appear to catch up over time. Fourth, little is known about factors that influence DLLs’ development, although the amount of language exposure to and usage of DLLs’ two languages appears to play key roles. Methodological issues are addressed, and directions for future research are discussed. PMID:25878395

  18. Assessment of Academic Literacy Skills: Preparing Minority and LEP (Limited English Proficient) Students for Postsecondary Education.

    ERIC Educational Resources Information Center

    Kuehn, Phyllis

    Addressing the problem of the language-related barriers to successful postsecondary education for underprepared college students, an assessment of academic language proficiency and a curriculum to help students improve their academic language skills were developed. The nature of the language tasks required in the undergraduate curriculum was…

  19. The Development of Language-Specific and Language-Independent Talker Processing

    PubMed Central

    Levi, Susannah V.; Schwartz, Richard G.

    2014-01-01

    Purpose In this study, the authors aimed to investigate how differences in language ability relate to differences in processing talker information in the native language and an unfamiliar language by comparing performance for different ages and for groups with impaired language. Method Three groups of native English listeners with typical language development (TLD; ages 7–9, ages 10–12, adults) and 2 groups with specific language impairment (SLI; ages 7–9, ages 10–12) participated in the study. Listeners heard pairs of words in both English and German (unfamiliar language) and were asked to determine whether the words were produced by the same or different talkers. Results In English, talker discrimination improved with age. In German, performance improved with age for the school-age children but was worse for adult listeners. No differences were found between TLD and SLI children. Conclusion These results show that as listeners’ language skills develop, there is a trade-off between more general perceptual abilities useful for processing talker information in any language and those that are relevant to their everyday language experiences and, thus, tied to the phonology. The lack of differences between the children with and without language impairments suggests that general auditory processing may be intact in at least some children with SLI. PMID:23275425

  20. Rethinking CME: an imperative for academic medicine and faculty development.

    PubMed

    Davis, David A; Prescott, John; Fordis, C Michael; Greenberg, Stephen B; Dewey, Charlene M; Brigham, Timothy; Lieberman, Steve A; Rockhold, Robin W; Lieff, Susan J; Tenner, Thomas E

    2011-04-01

    To help address the clinical care gap, a working group discussed the future of faculty development in academic medicine, explored problems within the large, current enterprise devoted to continuing medical education (CME), and described four domains core to its revitalization and reformation. These domains are (1) preparing and supporting an engaged clinician-learner, (2) improving the quality of knowledge or evidence shared, (3) enhancing the means by which to disseminate and implement that knowledge and evidence, and (4) reforming the patient, health care, and regulatory systems in and for which the process of CME exists. Reshaping these domains requires the consideration of a more seamless, evidence-based, and patient-oriented continuum of medical education. Revitalizing CME also requires the full engagement of the academic medical community and its faculty. To achieve the goal of creating a new, more effective, seamless process of CME, the working group recommended an active faculty development process to develop strong clinician-learners, strong involvement of academic health center leaders, the development of an educational home for clinician-learners, and a meaningful national conversation on the subject of CME. PMID:21346497

  1. Understanding the Varying Investments in Researcher and Teacher Development and Enhancement: Implications for Academic Developers

    ERIC Educational Resources Information Center

    Petrova, Petia; Hadjianastasis, Marios

    2015-01-01

    The increasing disparity between the research and teaching aspects of academic careers has been an area of concern in different national contexts over a number of decades. Anyone working with educational enhancement will have encountered the binary choice between research development and educational enhancement that academics are forced to make,…

  2. Marrying Equity and Efficiency: The Need for Third Generation Academic Development

    ERIC Educational Resources Information Center

    Boughey, Chrissie

    2007-01-01

    Drawing on an analysis of the history of the area of endeavour known, in South Africa, as Academic Development and, internationally, as Educational Development, this article argues the need for a Third Generation model of Academic Development Practice in South Africa. The Third Generation model links Academic Development with quality management…

  3. Bilingual First-Language Development: Dominant Language Takeover, Threatened Minority Language Take-Up

    ERIC Educational Resources Information Center

    Gathercole, Virginia C. Mueller; Thomas, Enlli Mon

    2009-01-01

    This study explores the extent to which bilingual speakers in stable bilingual communities become fully bilingual in their two community languages. Growing evidence shows that in bilingual communities in which one language is very dominant, acquisition of the dominant language may be quite unproblematic across sub-groups, while acquisition of the…

  4. How Does Second Language Vocabulary Grow over Time? A Multi-Methodological Study of Incremental Vocabulary Knowledge Development

    ERIC Educational Resources Information Center

    Huang, Hung-Tzu

    2010-01-01

    This study investigated the longitudinal development of L2 vocabulary by 17 individual adult L2 learners in an English as a second language (ESL) instructed context over one academic year, combining a longitudinal case study design with two cross-sectional comparisons in order to enhance (a) detailed documentation addressing the idiosyncrasy of L2…

  5. Hypermedia Authoring as a Vehicle for Vocabulary Development in Middle School English as a Second Language Classrooms

    ERIC Educational Resources Information Center

    O'Hara, Susan; Pritchard, Robert

    2008-01-01

    In this study, the authors investigate the impact of authoring hypermedia on English as a second language sixth- and seventh-grade students' academic English vocabulary and underlying-concept development. Analysis of data showed that students participating in hypermedia projects, as opposed to traditional science or social science curriculum, were…

  6. Intensive Language Instruction, Experimental Development and Guidance Report (Hartford SADC Project II B) Evaluation 1965-1966.

    ERIC Educational Resources Information Center

    Hartford City Board of Education, CT. Research and Publication Dept.

    This document describes two third- and ninth-grade experimental centers which were established to develop language competence and academic motivation in disadvantaged students in Hartford. Evaluation of the ninth-grade "Higher Horizons 100" center is presented. Composed of six staff members, the center provided intensive small-group instruction to…

  7. Professional Development for Promoting 21st Century Skills and Common Core State Standards in Foreign Language and Social Studies Classrooms

    ERIC Educational Resources Information Center

    Beriswill, Joanne Elizabeth; Bracey, Pamela Scott; Sherman-Morris, Kathleen; Huang, Kun; Lee, Sang Joon

    2016-01-01

    To help satisfy the pressing need for technology-related professional development for in-service teachers, the Global Academic Essentials Teacher Institute (GAETI) was implemented to provide in-service foreign language and social studies teachers with content, pedagogy, and technology explorations centered on the teaching of the Common Core State…

  8. Association of Child Poverty, Brain Development, and Academic Achievement

    PubMed Central

    Hair, Nicole L.; Hanson, Jamie L.; Wolfe, Barbara L.; Pollak, Seth D.

    2015-01-01

    IMPORTANCE Children living in poverty generally perform poorly in school, with markedly lower standardized test scores and lower educational attainment. The longer children live in poverty, the greater their academic deficits. These patterns persist to adulthood, contributing to lifetime-reduced occupational attainment. OBJECTIVE To determine whether atypical patterns of structural brain development mediate the relationship between household poverty and impaired academic performance. DESIGN, SETTING, AND PARTICIPANTS Longitudinal cohort study analyzing 823 magnetic resonance imaging scans of 389 typically developing children and adolescents aged 4 to 22 years from the National Institutes of Health Magnetic Resonance Imaging Study of Normal Brain Development with complete sociodemographic and neuroimaging data. Data collection began in November 2001 and ended in August 2007. Participants were screened for a variety of factors suspected to adversely affect brain development, recruited at 6 data collection sites across the United States, assessed at baseline, and followed up at 24-month intervals for a total of 3 periods. Each study center used community-based sampling to reflect regional and overall US demographics of income, race, and ethnicity based on the US Department of Housing and Urban Development definitions of area income. One-quarter of sample households reported the total family income below 200% of the federal poverty level. Repeated observations were available for 301 participants. EXPOSURE Household poverty measured by family income and adjusted for family size as a percentage of the federal poverty level. MAIN OUTCOMES AND MEASURES Children’s scores on cognitive and academic achievement assessments and brain tissue, including gray matter of the total brain, frontal lobe, temporal lobe, and hippocampus. RESULTS Poverty is tied to structural differences in several areas of the brain associated with school readiness skills, with the largest influence

  9. Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

    In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

  10. Examining the Role of Time and Language Type in Reading Development for English Language Learners

    ERIC Educational Resources Information Center

    Betts, Joseph; Bolt, Sara; Decker, Dawn; Muyskens, Paul; Marston, Doug

    2009-01-01

    The purpose of this study was to examine the development of English reading achievement among English Language Learners (ELLs) and to determine whether the time that an ELL's family was in the United States and the type of native language spoken affected their reading development. Participants were 300 third-grade ELLs from two different native…

  11. Teachers Fostering the Co-Development of Science Literacy and Language Literacy with English Language Learners

    ERIC Educational Resources Information Center

    Carrejo, David J.; Reinhartz, Judy

    2014-01-01

    Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science…

  12. Language Ideology and Language Development: An Appriasal of Indian Education Policy

    ERIC Educational Resources Information Center

    Khubchandani, Lachman

    1977-01-01

    A survey of the current language situation in India from a historical perspective, and an analysis of assumptions concerning language development. It is concluded that present government policies are ambivalent, giving lip-service to narrow definitions of mother tongues while directing resources toward the development of more broadly defined…

  13. An Examination of Language Input and Vocabulary Development of Young Latino Dual Language Learners Living in Poverty

    ERIC Educational Resources Information Center

    Boyce, Lisa K.; Gillam, Sandra L.; Innocenti, Mark S.; Cook, Gina A.; Ortiz, Eduardo

    2013-01-01

    The purpose of the study was to evaluate the language status of 120 young, Latino dual language learners living in poverty in the United States. Maternal language input and home language and literacy environments were examined with regard to language development at 24 and 36 months. Results suggested that even when combining English and Spanish…

  14. Prosody in a communication system developed without a language model

    PubMed Central

    Applebaum, Lauren; Coppola, Marie; Goldin-Meadow, Susan

    2014-01-01

    Prosody, he “music” of language, is an important aspect of all natural languages, spoken and signed. We ask here whether prosody is also robust across learning conditions. If a child were not exposed to a conventional language and had to construct his own communication system, would that system contain prosodic structure? We address this question by observing a deaf child who received no sign language input and whose hearing loss prevented him from acquiring spoken language. Despite his lack of a conventional language model, this child developed his own gestural system. In this system, features known to mark phrase and utterance boundaries in established sign languages were used to consistently mark the ends of utterances, but not to mark phrase or utterance internal boundaries. A single child can thus develop the seeds of a prosodic system, but full elaboration may require more time, more users, or even more generations to blossom. PMID:25574153

  15. Younger Children Experience Lower Levels of Language Competence and Academic Progress in the First Year of School: Evidence from a Population Study

    ERIC Educational Resources Information Center

    Norbury, Courtenay Frazier; Gooch, Debbie; Baird, Gillian; Charman, Tony; Simonoff, Emily; Pickles, Andrew

    2016-01-01

    Background: The youngest children in an academic year are reported to be educationally disadvantaged and overrepresented in referrals to clinical services. In this study we investigate for the first time whether these disadvantages are indicative of a mismatch between language competence at school entry and the academic demands of the classroom.…

  16. A Psychometric Measurement Model for Adult English Language Learners: Pearson Test of English Academic

    ERIC Educational Resources Information Center

    Pae, Hye K.

    2012-01-01

    The aim of this study was to apply Rasch modeling to an examination of the psychometric properties of the "Pearson Test of English Academic" (PTE Academic). Analyzed were 140 test-takers' scores derived from the PTE Academic database. The mean age of the participants was 26.45 (SD = 5.82), ranging from 17 to 46. Conformity of the participants'…

  17. Reciprocal influences between maternal language and children's language and cognitive development in low-income families.

    PubMed

    Song, Lulu; Spier, Elizabeth T; Tamis-Lemonda, Catherine S

    2014-03-01

    We examined reciprocal associations between early maternal language use and children's language and cognitive development in seventy ethnically diverse, low-income families. Mother-child dyads were videotaped when children were aged 2;0 and 3;0. Video transcripts were analyzed for quantity and lexical diversity of maternal and child language. Child cognitive development was assessed at both ages and child receptive vocabulary was assessed at age 3;0. Maternal language related to children's lexical diversity at each age, and maternal language at age 2;0, was associated with children's receptive vocabulary and cognitive development at age 3;0. Furthermore, children's cognitive development at age 2;0 was associated with maternal language at age 3;0 controlling for maternal language at age 2;0, suggesting bi-directionality in mother-child associations. The quantity and diversity of the language children hear at home has developmental implications for children from low-income households. In addition, children's early cognitive skills further feed into their subsequent language experiences. PMID:23360640

  18. The Role of Language in Theory of Mind Development

    ERIC Educational Resources Information Center

    de Villiers, Jill G.; de Villiers, Peter A.

    2014-01-01

    Various arguments are reviewed about the claim that language development is critically connected to the development of theory of mind. The different theories of how language could help in this process of development are explored. A brief account is provided of the controversy over the capacities of infants to read others' false beliefs. Then the…

  19. Poverty and Language Development: Roles of Parenting and Stress

    PubMed Central

    Perkins, Suzanne C.; Finegood, Eric D.

    2013-01-01

    Socioeconomic status affects a variety of mental and physical health outcomes, such as language development. Indeed, with poverty, disparities in the development of language processing are arguably among the most consistently found— with decreases in vocabulary, phonological awareness, and syntax at many different developmental stages. In this review, after considering basic brain systems affected by low socioeconomic status that are important for language development and related peripartum issues, we focus on two theoretical models that link poverty with the brain systems affected in language problems. The family stress model connects poverty with parental emotional distress that affects parenting, whereas the parental investment model involves a focus on basic needs that affects children’s language. Understanding the mechanisms through which poverty affects the brain, parenting behaviors and language development may have implications for identification and treatment of individuals as well as social policy. PMID:23696954

  20. Poverty and language development: roles of parenting and stress.

    PubMed

    Perkins, Suzanne C; Finegood, Eric D; Swain, James E

    2013-04-01

    Socioeconomic status affects a variety of mental and physical health outcomes, such as language development. Indeed, with poverty, disparities in the development of language processing are arguably among the most consistently found- with decreases in vocabulary, phonological awareness, and syntax at many different developmental stages. In this review, after considering basic brain systems affected by low socioeconomic status that are important for language development and related peripartum issues, we focus on two theoretical models that link poverty with the brain systems affected in language problems. The family stress model connects poverty with parental emotional distress that affects parenting, whereas the parental investment model involves a focus on basic needs that affects children's language. Understanding the mechanisms through which poverty affects the brain, parenting behaviors and language development may have implications for identification and treatment of individuals as well as social policy. PMID:23696954

  1. Issues in English Language Development. Proceedings of a Conference on Issues in English Language Development for Minority Language Education (Arlington, Virginia, July 24, 1985).

    ERIC Educational Resources Information Center

    InterAmerica Research Associates, Rosslyn, VA.

    Papers presented in this conference report include: "Overview of Theories of Language Learning and Acquisition" (Diane Larsen-Freeman); "A Theory of Strategy-Oriented Language Development" (Michael Canale); "Motivation, Intelligence, and Access: A Theoretical Framework for the Education of Minority Language Students" (Edward De Avila); "Second…

  2. Literature Circles as Support for Language Development

    ERIC Educational Resources Information Center

    Elhess, Mohamed; Egbert, Joy

    2015-01-01

    There are many instructional approaches for helping English language learners improve both reading comprehension and overall language proficiency. One such approach, the literature circle--which is somewhat like a student book club in the classroom--has drawn a great deal of attention in recent years (Schlick Noe and Johnson 1999). Many teachers…

  3. Development of Cross-Language Lexical Influence

    ERIC Educational Resources Information Center

    Storms, Gert; Ameel, Eef; Malt, Barbara C.

    2015-01-01

    Bilinguals are often not fully monolingual-like in either language. With respect to the lexicon, recent research demonstrates that their naming patterns for common household objects tend to converge on a common pattern for the two languages. The present study investigates the developmental trajectory of naming of common household objects in…

  4. Developing Cultural Awareness in Foreign Language Teaching

    ERIC Educational Resources Information Center

    Shemshadsara, Zahra Ghorbani

    2012-01-01

    Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In…

  5. Language Proficiency, Reading Development, and Learning Context

    ERIC Educational Resources Information Center

    Li, Liu

    2014-01-01

    In the era of globalization, the number of students studying abroad is increasing dramatically. Accordingly, there is an increasing interest among researchers in students' language gains in the study-abroad (SA) context. To deepen our understanding of second language (L2) reading acquisition in different contexts, it is necessary to examine…

  6. Developing Language in Young Disabled Children.

    ERIC Educational Resources Information Center

    Power, Des; Elias, Gordon

    The paper examines a developmental approach to language acquisition in young disabled children. Issues of form, content, and function are explored, with function of communication seen as central for disabled children. The role of teachers and parents in requiring more sophisiticated language is considered. Questions of competence on either the…

  7. The Role of Language in Academic and Social Transition of Haitian Children and Their Parents to Urban U.S. Schools

    ERIC Educational Resources Information Center

    Buxton, Cory A.; Lee, Okhee; Mahotiere, Margarette

    2008-01-01

    This study explores the role that language plays in the academic and social transition of Haitian children and parents to urban U.S. schools across multiple school settings, demographic groups, and languages. Semistructured individual interviews and focus groups were conducted with groups of 12 Haitian American teachers, 12 Haitian parents of…

  8. Cognitive Academic Language Learning Approach (Project CALLA), Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OREA Report.

    ERIC Educational Resources Information Center

    Lynch, Joanne

    Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in…

  9. Modeling socioeconomic status effects on language development.

    PubMed

    Thomas, Michael S C; Forrester, Neil A; Ronald, Angelica

    2013-12-01

    Socioeconomic status (SES) is an important environmental predictor of language and cognitive development, but the causal pathways by which it operates are unclear. We used a computational model of development to explore the adequacy of manipulations of environmental information to simulate SES effects in English past-tense acquisition, in a data set provided by Bishop (2005). To our knowledge, this is the first application of computational models of development to SES. The simulations addressed 3 new challenges: (a) to combine models of development and individual differences in a single framework, (b) to expand modeling to the population level, and (c) to implement both environmental and genetic/intrinsic sources of individual differences. The model succeeded in capturing the qualitative patterns of regularity effects in both population performance and the predictive power of SES that were observed in the empirical data. The model suggested that the empirical data are best captured by relatively wider variation in learning abilities and relatively narrow variation in (and good quality of) environmental information. There were shortcomings in the model's quantitative fit, which are discussed. The model made several novel predictions, with respect to the influence of SES on delay versus giftedness, the change of SES effects over development, and the influence of SES on children of different ability levels (gene-environment interactions). The first of these predictions was that SES should reliably predict gifted performance in children but not delayed performance, and the prediction was supported by the Bishop data set. Finally, the model demonstrated limits on the inferences that can be drawn about developmental mechanisms on the basis of data from individual differences. PMID:23544858

  10. Engaging Academics in Developing Excellence: Releasing Creativity through Reward and Recognition

    ERIC Educational Resources Information Center

    Bluteau, Patricia; Krumins, Marie Anne

    2008-01-01

    This article explores the importance of giving academics the space to be creative in developing new teaching materials in the context of a government drive to increase the quality of the student experience, and what this means for "academic staff development". Academics who have engaged with a UK Centre for Excellence in Teaching and Learning…

  11. Towards Shaping the Field: Theorising the Knowledge in a Formal Course for Academic Developers

    ERIC Educational Resources Information Center

    Vorster, Jo-Anne; Quinn, Lynn

    2015-01-01

    In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly…

  12. The Decline of the Guru: "The Academic Profession in Developing and Middle-Income Countries."

    ERIC Educational Resources Information Center

    Altbach, Philip G., Ed.

    Contributions to this collection shed light on the dramatic changes in the academic profession in developing and middle-income countries. The chapters are: (1) "Centers and Peripheries in the Academic Profession: The Special Challenges of Developing Countries" (Philip G. Altbach); (2) "Big City Love: The Academic Workplace in Mexico" (Manuel…

  13. Social Network Perspectives Reveal Strength of Academic Developers as Weak Ties

    ERIC Educational Resources Information Center

    Matthews, Kelly E.; Crampton, Andrea; Hill, Matthew; Johnson, Elizabeth D.; Sharma, Manjula D.; Varsavsky, Cristina

    2015-01-01

    Social network perspectives acknowledge the influence of disciplinary cultures on academics' teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national…

  14. The Language of Mathematics: Investigating the Ways Language Counts for Children's Mathematical Development

    ERIC Educational Resources Information Center

    Vukovic, Rose K.; Lesaux, Nonie K.

    2013-01-01

    This longitudinal study examined how language ability relates to mathematical development in a linguistically and ethnically diverse sample of children from 6 to 9 years of age. Study participants were 75 native English speakers and 92 language minority learners followed from first to fourth grades. Autoregression in a structural equation modeling…

  15. Developing a Maori Language Mathematics Lexicon: Challenges for Corpus Planning in Indigenous Language Contexts

    ERIC Educational Resources Information Center

    Trinick, Tony; May, Stephen

    2013-01-01

    Over the last 25 years, there has been significant modernisation and elaboration of the Maori language mathematics lexicon and register to support the teaching of (Western) mathematics as a component of Maori-medium schooling. These developments are situated within the wider Maori language revitalisation movement in Aotearoa/New Zealand, of which…

  16. Conversational Language Use as a Predictor of Early Reading Development: Language History as a Moderating Variable

    ERIC Educational Resources Information Center

    DeThorne, Laura Segebart; Petrill, Stephen A.; Schatschneider, Chris; Cutting, Laurie

    2010-01-01

    Purpose: The present study examined the nature of concurrent and predictive associations between conversational language use and reading development during early school-age years. Method: Language and reading data from 380 twins in the Western Reserve Reading Project were examined via phenotypic correlations and multilevel modeling on exploratory…

  17. Languages across Borders: Social Network Development in an Adolescent Two-Way Dual-Language Program

    ERIC Educational Resources Information Center

    Kibler, Amanda K.; Atteberry, Allison; Hardigree, Christine N.; Salerno, April S.

    2015-01-01

    Background/Context: Two-way dual-language programs have become an increasingly popular educational model in the United States for language minority and majority speakers, with a small but growing number of programs at the high school level. Little is known, however, about how adolescents' social networks develop in the contexts of these programs.…

  18. Language and Literacy Development in Bilingual Settings. Challenges in Language and Literacy Series

    ERIC Educational Resources Information Center

    Durgunoglu, Aydin Yucesan, Ed.; Goldenberg, Claude, Ed.

    2010-01-01

    Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese)…

  19. The Development of English as a Second Language with and without Specific Language Impairment: Clinical Implications

    ERIC Educational Resources Information Center

    Paradis, Johanne

    2016-01-01

    Purpose: The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). Method: A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of…

  20. Theories of Language Development and their Relation to Reading.

    ERIC Educational Resources Information Center

    Athey, Irene

    This conference report is centered on that phase of the Targeted Research and Development Program in Reading literature search dealing with language development as it relates to reading. Models of language acquisition, hypotheses derived from the models, and comparisons of synthesized models are discussed. Among them are behaviorist (Skinner),…

  1. Writing Scale Development and Use within a Language Program

    ERIC Educational Resources Information Center

    Plakans, Lia

    2013-01-01

    Developing assessments within a program can create more useful measures of our students' language. This includes rating scales used in performance assessments such as writing or speaking tests. This article describes the process of development, use, and revision of a writing placement scale by teachers in an intensive English language program. To…

  2. Supporting Children's Oral Language Development in the Preschool Classroom

    ERIC Educational Resources Information Center

    Whorrall, Jennifer; Cabell, Sonia Q.

    2016-01-01

    Supporting children's oral language development during the preschool years is critical for later reading success. Research shows that preschool teachers may be missing opportunities to engage children in the kinds of conversations that foster the development of rich oral language skills. Teachers hoping to support these skills can provide children…

  3. Infant Language Development Is Related to the Acquisition of Walking

    ERIC Educational Resources Information Center

    Walle, Eric A.; Campos, Joseph J.

    2014-01-01

    The present investigation explored the question of whether walking onset is related to infant language development. Study 1 used a longitudinal design (N = 44) to assess infant locomotor and language development every 2 weeks from 10 to 13.5 months of age. The acquisition of walking was associated with a significant increase in both receptive and…

  4. Early Markers of Vulnerable Language Skill Development in Galactosaemia

    ERIC Educational Resources Information Center

    Lewis, Fiona M.; Coman, David J.; Syrmis, Maryanne

    2014-01-01

    There are no known biomedical or genetic markers to identify which infants with galactosaemia (GAL) are most at risk of poor language skill development, yet pre-linguistic communicative "red flag" behaviours are recognised as early identifiers of heightened vulnerability to impaired language development. We report on pre-linguistic…

  5. Culture and Early Language Development: Implications for Assessment and Intervention

    ERIC Educational Resources Information Center

    Parada, Patricia M.

    2013-01-01

    The purpose of this qualitative study--"Culture and Early Language Development: Implications for Assessment and Intervention"--was to explore and describe the perceptions and beliefs of Salvadoran mothers of low socioeconomic status regarding the language development of their young children in order to identify cultural variations in…

  6. Examining Transcription, Autonomy and Reflective Practice in Language Development

    ERIC Educational Resources Information Center

    Cooke, Simon D.

    2013-01-01

    This pilot study explores language development among a class of L2 students who were required to transcribe and reflect upon spoken performances. The class was given tasks for self and peer-evaluation and afforded the opportunity to assume more responsibility for assessing language development of both themselves and their peers. Several studies…

  7. E-Content Development for Languages: Success Factors and Pitfalls

    ERIC Educational Resources Information Center

    De Paepe, Liesbeth

    2014-01-01

    This paper discusses the success factors and pitfalls in development of e-content for languages. The factors discussed draw on several years of experience in developing and implementing 95% distance courses for Dutch as a second language in the adult education sector in Flanders and on PhD research at VUB. The CEFR [Common European Framework of…

  8. The Relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) Scores and Academic Success of International Master's Students

    ERIC Educational Resources Information Center

    Arcuino, Cathy Lee T.

    2013-01-01

    The purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who…

  9. Social Justice and English Language Learners in the Borderland: A Personal Narrative of a Committed Principal Determined to Take the Steps Necessary for English Language Learners to Achieve and Succeed in Academic Content

    ERIC Educational Resources Information Center

    Lechuga, Mary Helen

    2009-01-01

    This study embraces the pedagogy that this school's educators believed in and utilized to enhance and expand the academic knowledge of those students who posses a language different from the English language. This research study, represented in a personal narrative, attempts to question the widespread thinking that places all validity on using…

  10. On Developing Academic Literacy in the Mother Tongue for Epistemological Access: The Role of isiZulu as the LoLT in a South African University

    ERIC Educational Resources Information Center

    Mgqwashu, Emmanuel Mfanafuthi

    2014-01-01

    This paper reports on a study that examined the extent to which the development of academic literacy in isiZulu, an indigenous language spoken across all the nine provinces in South Africa, enhances opportunities for epistemological access. The focus is in relation to a pilot study of a Bachelor of Education Honours module that uses isiZulu as the…

  11. Gatekeepers of the American Dream: How Teachers' Perceptions Shape the Academic Outcomes of Immigrant and Language-Minority Students

    PubMed Central

    Blanchard, Sarah; Muller, Chandra

    2014-01-01

    High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the students' hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college. PMID:25769866

  12. Gatekeepers of the American Dream: how teachers' perceptions shape the academic outcomes of immigrant and language-minority students.

    PubMed

    Blanchard, Sarah; Muller, Chandra

    2015-05-01

    High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the student's hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college. PMID:25769866

  13. Speech and language development and disorders in children.

    PubMed

    Sharp, Helen M; Hillenbrand, Kathryn

    2008-10-01

    Language disorders are identified when a person has difficulty with expressive language, receptive language, or pragmatic language. Speech disorders are identified when a person's voice, fluency, or articulation call attention to the speaker because his or her speech is sufficiently different from the norm. Speech and language development should be consistent with a child's overall development and can be tracked using typical milestone markers. Differential diagnosis is critical to designing appropriate intervention, which should be tailored to the parents' goals along with the child's clinical and educational needs. Early identification and intervention assist in educational planning and are often associated with better long-term outcomes. Any speech-language therapy plan should be designed with measurable goals and consistent monitoring of progress toward those goals. PMID:18929058

  14. Language Development: 4 to 7 Months

    MedlinePlus

    ... receives information about language by hearing people make sounds and watching how they communicate with one another. ... only the way you talk but the individual sounds you make. She’ll listen to the vowels ...

  15. English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia

    PubMed Central

    Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad

    2015-01-01

    Introduction: All medical schools in Saudi Arabia have English as the primary official medium of instruction. Most of the high school education, however, is delivered in Arabic and hence the transition to an English based learning environment tends to be difficult for some students. Our study aims to correlate English language proficiency with academic performance among medical students in their preparatory year. Methods: A cross-sectional study design was used. Test scores of 103 preparatory year students (54 female and 49 male) were analyzed after the students completed an English language course and medical introductory course in their preparatory year. The total score obtained in the English course assessment was compared to each component of the medical content assessment. Results: A significantly positive correlation (Spearman's Rho, at 0.01 levels) was seen between the scores of the English exam and the written exam (P <0.001) and the oral exam (P = −0.003) parts respectively of the medical examination. Significant correlation with the English exam score was not obtained for the other components of the medical assessment, namely; student assignments, presentations and portfolios. Conclusion: English language proficiency is an important factor in determining academic proficiency of medical students in our college at the preparatory year level. PMID:26629471

  16. English Language Immersion and Students' Academic Achievement in English, Chinese and Mathematics

    ERIC Educational Resources Information Center

    Cheng, Liying; Li, Miao; Kirby, John R.; Qiang, Haiyan; Wade-Woolley, Lesly

    2010-01-01

    Research has demonstrated that second language immersion is an effective means of facilitating primary school students' second language without undermining competence in their first language. Despite the rapid growth of English immersion (EI) programmes in China, only limited empirical research has been conducted to evaluate students' academic…

  17. Study of child language development and disorders in Iran: A systematic review of the literature

    PubMed Central

    Kazemi, Yalda; Stringer, Helen; Klee, Thomas

    2015-01-01

    Child language development and disorder in Iran has been the focus for research by different professions, the most prominent ones among them being psychologists and speech therapists. Epidemiological studies indicate that between 8% and 12% of children show noticeable signs of language impairment in the preschool years; however, research on child language in Iran is not extensive compared to studies in English speaking countries, which are currently the basis of clinical decision-making in Iran. Consequently, there is no information about the prevalence of child language disorders in Iranian population. This review summarizes Iranian studies on child language development and disorder in the preschool years and aims to systematically find the most studied topics in the field of normal development, the assessment and diagnosis of language impairments as well as exploring the current gaps within the body of literature. Three main Iranian academic websites of indexed articles along with four other nonIranian databases were scrutinized for all relevant articles according to the inclusion criteria: Iranian studies within the field of Persian language development and disorders in preschool children published up to December 2013. They are classified according to the hierarchy of evidence and weighed against the criteria of critical appraisal of study types. As this is a type of nonintervention systematic review, the preferred reporting items for systematic reviews and meta-analyses is modified to be more compatible to the designs of eligible studies, including descriptive studies, test-developing and/or diagnostic studies. Several limitations made the process of searching and retrieving problematic; e.g., lack of unified keywords and incompatibility of Persian typing structure embedded in Iranian search engines. Overall, eligible studies met the criteria up to the third level of the hierarchy of evidence that shows the necessity of conducting studies with higher levels of

  18. Functional MRI of Language Lateralization During Development in Children

    PubMed Central

    Holland, Scott K.; Vannest, Jennifer; Mecoli, Marc; Jacola, Lisa M.; Tillema, Jan-Mendelt; Karunanayaka, Prasanna R.; Schmithorst, Vincent J.; Yuan, Weihong; Plante, Elena; Byars, Anna W.

    2009-01-01

    Changes in the distribution of language function in the brain have been documented from infancy through adulthood. Even macroscopic measures of language lateralization reflect a dynamic process of language development. In this review, we summarize a series of functional MRI studies of language skills in children ages of 5 to 18 years, both typically-developing children and children with brain injuries or neurological disorders that occur at different developmental stages, with different degrees of severity. These studies used a battery of fMRI-compatible language tasks designed to tap sentential and lexical language skills that develop early and later in childhood. In typically-developing children, lateralization changes with age are associated with language skills that have a protracted period of development, reflecting the developmental process of skill acquisition rather than general maturation of the brain. Normative data, across the developmental period, acts as a reference for disentangling developmental patterns in brain activation from changes due to developmental or acquired abnormalities. This review emphasizes the importance of considering age and child development in neuroimaging studies of language. PMID:17828669

  19. English as an Academic Language at a Swedish University: Parallel Language Use and the "Threat" of English

    ERIC Educational Resources Information Center

    Bolton, Kingsley; Kuteeva, Maria

    2012-01-01

    In recent years, universities across Europe have increasingly adopted the use of English as an academic lingua franca. Our article discusses current trends in Swedish higher education by presenting the results of a large-scale survey on the use of English conducted at Stockholm University. The survey involved 668 staff and 4524 students and…

  20. Developing Academic Identities: Persuasive Writing as a Tool to Strengthen Emergent Academic Identities

    ERIC Educational Resources Information Center

    Carbone, Paula M.; Orellana, Marjorie Faulstich

    2010-01-01

    This paper examines how writing samples produced by middle school students reveal their emerging academic identities through their rhetorical choices in writing. Analyses of two texts produced by each student revealed students' implicit understandings of the requirements of academic voice. Through comparisons of each student's texts, strategies…