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Descriptors:
Early Intervention; Teacher Education Programs; Reading Programs; Foreign Countries; Teacher Attitudes; English (Second Language); Second Language Learning; Language of Instruction; Interviews; Bilingualism; Teacher Surveys; Language Teachers; Second Language Instruction; Immersion Programs; Native Language; Teaching Methods

Abstract:
Reading classes in schools where English is the medium of instruction are increasingly servicing a linguistically diverse population; however, teacher-training for English teachers lacks a focus on bilingualism. Using the context of Singapore, this paper analyses beliefs on bilingualism of English teachers in an early intervention reading program. It is based on the results of a survey sent to 270 teachers, in-depth interviews with 5 of the surveyed teachers, and observations of their classes. In keeping with the focus of their training program most teachers believe in an immersion approach though, ironically, they also believe that L1 can aid in learning English. The more experience the teacher has the more likely she is to believe that the L1 can aid in the teaching of English. There is an overlap of beliefs regarding immersion and bilingualism. On the basis of these findings I suggest implications for teacher education programs. (Contains 1 figure and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sign Language; Foreign Countries; Language Teachers; Guidelines; Second Language Instruction; Second Language Learning; Reference Materials; Translation; Second Languages; Language Proficiency; Student Evaluation; Rating Scales; Criticism

Abstract:
This article provides some context for the unquestionable influence of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on language learning, teaching, and assessment ten years after its publication. If a survey about the most relevant and controversial document in the field in the twenty-first century were to be carried out, the CEFR would most surely be the top one. The document itself has been translated into all European languages, and its scales are now available in more than 40 languages, including sign language. The CEFR levels and its scales have become currency in Europe and beyond, and its recommendations--having seduced governments and institutions--are slowly finding their way into everyday practice. The CEFR, however, is not a model of absolute perfection, and criticisms and challenges will also be reviewed and discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Program Effectiveness; Foreign Countries; Second Language Learning; Second Language Instruction; Second Language Programs; Educational Experience; Mandarin Chinese; Curriculum; Course Descriptions; Student Evaluation; Language Proficiency; Family Environment; Language Usage; Heritage Education; Native Speakers; Writing Skills; Comparative Analysis; Language Tests; Scores

Abstract:
While Chinese language learning in Australian schools is characterised by predominantly second language programs for learners who have had no prior exposure to the target language, there is increasing participation by Australian-born children who speak Putonghua (Mandarin) or another dialect at home. Curriculum and assessment frameworks and syllabuses at senior secondary level have responded to the diversity in learner background through the provision of separate curricula and assessment schemes for different learner groups based on country of birth, prior educational experience and languages used at home. However the impact of learner background on learning and achievement as learners progress through Chinese language programs both in primary and secondary school remains under-researched. In particular, evidence of how the performance of second language learners differs from that of learners who a) speak the language at home and b) may have substantial community schooling experience beyond the school classroom, or c) were born and initially educated in Chinese, is very limited. This paper reports on the results of the Student Achievement in Asian Languages Education (SAALE) Project (Scarino et al., 2011; Scarino, this issue and Elder, Kim & Knoch, this issue) with regard to student achievement in Chinese. It focuses on the writing performance of Year 10 learners of Chinese and considers specifically the impact of language background by comparing performances between Australian-born students who do and do not speak Chinese at home. Scores assigned to students' writing gathered on common test procedures confirms the expectation that background language learners perform at significantly higher levels and suggests that the two groups also differ in the nature of that performance. The implications of this data for the teaching, learning and assessment of Chinese in schools, and for the appropriate provision of programs for these different groups of learners is discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Cultural Pluralism; Bilingual Education; Bilingualism; Multilingualism; Immersion Programs; Language Proficiency; Researchers; Program Evaluation; Educational Quality; Academic Achievement; Teacher Collaboration; Advocacy; Second Language Learning; Language Teachers; Second Language Instruction; Intercultural Communication; Educational Benefits; Parent School Relationship; Parent Attitudes; Spanish; English (Second Language)

Abstract:
This research study evaluates the effectiveness of a Spanish-English dual language immersion (DLI) program. Many researchers have found that high-quality and long-term DLI programs promote academic achievement and high levels of language proficiency for both language groups. Despite the evidence, leaders from the field of bilingual education have identified urgent research questions and barriers to research in dual language education. One of these areas targets the societal, cultural, and political climate that surrounds multilingualism. The leaders stated that opposition to multilingualism creates "an antagonistic climate that has strong impact on dual language programs and those who do research in them." Leaders in the field recommended that dual language educators collaborate to advocate for an "additive" view of linguistic and cultural diversity. In this report, the researcher presents collaborative efforts of DLI teachers to instill cross-cultural interactions from the classroom to the community. The research findings from this study demonstrated it takes more than a bilingual education program to build a cross-cultural community. Once children step outside the program, they are encircled by a community that separates itself by language and culture. Although the teachers and staff who work in the DLI program have striven to reach out to parents and the community about the cognitive, economic and affective benefits of learning other languages, advocacy is needed on a wider scale. The researcher has assisted the principal and teachers in the advocacy process through publicizing assessment results to administrators, parents, and the bilingual education community. The researcher recommends the establishment of bilingual parent liaisons who would systematically provide parent training so that they would then have the knowledge to advocate for themselves, their children, and the value of living in a cross-cultural society. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Foreign Countries; Reading Ability; Reading Instruction; Student Needs; High School Students; Standardized Tests; Reading Tests; Student Evaluation; Standards; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Evaluation Methods

Abstract:
This paper shares an initiative conducted in Malaysia in terms of knowledge to gauge students' Reading Age and to inform teachers of their students' reading progress and learning. Ensuring teachers understand the needs of students' reading ability and preparing students to read and comprehend texts are the two most fundamental parallel tasks in today's classroom setting. Consequently, determining students' Reading Age has become an important endeavour in recent years by many education authorities throughout the world. This study aims at incorporating the Reading Evaluation and Decoding System (READS), to ascertain students' Reading Age and comprehension skills at macro and micro levels. This study employed a stratified sample of high school students who were in Secondary 1 through Secondary 5. Data was gathered through a generic standardized reading comprehension developed test. With a precise Reading Matrix, ESL teachers can appraise their students' reading ability at any level by referring to the Performance Standards to distinguish whether their students are at "Meet Reading Age," "Below Reading Age" or "Above Reading Age status". Subsequently, teachers can refer to the Descriptors of Students' Reading Abilities to find out what the students have achieved so far and what the struggling readers lacked. Accordingly, ESL teachers will be well informed of their students reading ability and accordingly can focus on reading skills development of their students. The ripple effects of READS may enhance students' reading ability as teachers are now better informed of their students' reading abilities and thus teachers will be able to prepare reading lessons appropriately according to their students' reading needs. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Foreign Countries; Second Language Learning; Second Language Instruction; Language Usage; Learning Motivation; Measurement Techniques; Student Attitudes; Homework; Testing; Classroom Techniques; Language Proficiency; Teacher Student Relationship; Study Habits; Classroom Environment; Language Teachers

Abstract:
Out-of-class study time is essential in students' language learning, but few studies in ELT measure out-of-class study time or investigate how teachers can encourage, rather than demand it. In Japan, out-of-class study time is lower than might be expected, ranging from zero to an hour per week. This study therefore sets out to establish those factors that can increase out-of-class study time without extrinsic motivators such as homework and testing. Results from self-reports and course evaluations suggest that (1) clear course aims, (2) strong student-teacher relationships, (3) non-threatening classroom environments, and (4) interactive classroom procedures boost out-of-class study time. Finally, we hope this study will become a catalyst for more in-depth discussion of how to facilitate more productive out-of-class study time, and ultimately students' attainment of higher proficiency in the target language. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
North Americans; Second Language Instruction; Foreign Countries; Research Methodology; Diaries; Second Language Learning; Language Proficiency; Teacher Attitudes; Study Abroad; French; Language Teachers; Teaching Experience

Abstract:
The study described here is grounded in naturalistic inquiry, a research methodology that seeks to understand phenomena in context-specific settings. The goal of the study was to identify the beliefs about developing language proficiency of a group of North American French-as-a-foreign language teachers in the specific context of a three-week, NEH-sponsored institute that took place in Lyon, France, and to determine if their beliefs are compatible with the literature on foreign language teaching. The teachers kept diaries in which they recorded their experiences about increasing their proficiency in French. The final data set consisted of 273 pages of handwritten diary entries. Analysis of the data revealed five distinct beliefs and related corollaries about SLA. The number of diary entries that substantiated each belief ranged from 14 to 39, with between 42 percent and 63 percent of the teachers expressing each belief. As in all naturalistic inquiry, generalizing the results of this study to other contexts should not be made. The beliefs found are unique to the context of the three-week institute and to the particular group of teacher diarists. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Classroom Techniques; Native Language; Second Language Learning; Second Language Instruction; Language Usage; Elementary School Teachers; Language Teachers; Audio Equipment; Language Proficiency; Foreign Countries; Asians; Semi Structured Interviews; Observation

Abstract:
The issue of classroom management in the English as a foreign language (EFL) setting has not been addressed adequately despite teachers' views of it as constituting one of their prioritized tasks. Among the aspects of classroom management, in particular, classroom discipline seems to warrant research focus because it contributes to "smooth and efficient teaching and learning in the lesson" (Ur, 1996, p. 270). The current study examined Korean elementary school EFL teachers' language use for disciplinary purposes. Classroom interactions between two non-native English speaking EFL teachers and their respective students were observed in nine classes between March and June 2010, and audio-recorded. In addition, the teachers and students were interviewed in a semi-structured way. The results show that the teacher whose EFL proficiency level was high relied significantly more on the target language (TL) than on the first language (L1), while the low proficiency level teacher depended significantly more on L1 than on TL. The differences were found to be caused in complex ways by a number of factors. Based on the findings of the study, implications are suggested. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Syntax; Semantics; Native Speakers; Language Acquisition; Bilingualism; Language Dominance; Morphology (Languages); Sentences; Native Language; Russian; Verbs; Grammar; Heritage Education; English (Second Language); Second Language Learning; Language Proficiency; Role; Linguistic Theory; Language Processing; Task Analysis; English; Second Language Instruction; College Students

Abstract:
This dissertation compares the knowledge of Russian Verbal Aspect in two types of learners enrolled in college level Russian courses: foreign language learners of Russian whose native language is English and heritage language speakers of Russian whose dominant language at the time of study is English. Russian Aspect is known to be problematic both for monolingual and bilingual children acquiring Russian and adults acquiring Russian as second/foreign language (Kazanina & Philips 2007, Anstatt 2008, Gupol 2009, Slabakova 2005b, Nossalik 2009). Recent studies have also shown that aspect may not be completely acquired by Russian heritage speakers of low and even near-native proficiency (Polinsky 2008, Laleko 2010). In my study, advanced proficiency English dominant heritage and foreign language speakers of Russian show an asymmetry in their comprehension of lexical and grammatical aspect. I show that the semantics and syntax of aspect are acquired; however aspectual morphology plays both a facilitative and a hindering role in the comprehension of aspectual distinctions. Two experimental tasks manipulated pairs of sentences differing in aspectual interpretation based on presence/absence of a telicizing prefix or presence/absence of an imperfectivizing suffix. Based on the results, I argue the difficulties that advanced proficiency foreign language learners and heritage speakers have with Russian Verbal Aspect are not the result of a diverging grammar (rules of aspect formation) but can be attributed to reduced lexical and morphological knowledge as well as processing limitations. I find that English processing strategies may interfere with the processing of Russian aspect by both potentially incomplete acquirers, but at advanced proficiency level, heritage speakers have advantage over foreign learner learners in interpretation and processing tasks. The findings are consistent with Bottleneck Hypothesis (Slabakova 2008), which assumes functional morphology to be a tight spot in second language acquisition and acquisition of syntax and semantics to be unproblematic. I propose, following Polinsky 2011, that functional morphology can be seen as an acquisitional bottleneck for heritage language speakers as well. In addition, as Montrul 2009, I have found that heritage speakers have advantage over foreign language learners in the acquisition of grammatical aspect, but not necessarily of lexical aspect. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Familiarity; Foreign Countries; Cultural Context; English (Second Language); Second Language Learning; Bilingualism; Self Concept; Language Proficiency; Student Attitudes; Language Teachers; Second Language Instruction; Adult Students; Acculturation; Interviews

Abstract:
There has been increasing interest recently in the way that additional language learners' identities are affected and changed by their experiences in developing proficiency in another language. In the case of migrants, this is also affected by familiarity with their new country and language, and their transition into life in a new social and cultural environment. National and linguistic elements of identity are only part of people's multifaceted identities. However, these are of particular significance for language teachers and central to identity shifts involved in language acquisition and settlement in a new country. We present data from two adult EAL (English as an additional language) learners' accounts of their developing bilingual identities in the Adult Migrant Education Program (AMEP). In particular, we focus on one student's self-reflexivity as she described how her experiences of travelling back to her homeland of People's Republic of China (PRC) contributed to the development of her emerging bilingual identity. This is supported by a shorter extract from a Colombian student's experience, as she described her difficulties in communicating something of her Australian experience to her family in Colombia. The study suggests ways in which language teachers can assist their adult immigrant learners to explore this aspect of their growth as bilingual speakers in their new language. (Contains 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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