Your search found 58 results.

Descriptors:
Undergraduate Students; Global Education; Foreign Countries; College Faculty; Professional Education; Literacy Education; Mastery Learning; Consciousness Raising; Relevance (Education); Outcomes of Education

Abstract:
Within higher education in the United States and Canada, calls to promote global awareness and global literacy among undergraduate students have become increasingly urgent. Yet, there are multiple challenges in achieving these outcomes. One challenge lies in making this "literacy" authentic and relevant for diverse students aspiring to be professionals in different fields. A second challenge is reconciling the tension between teaching for deep mastery of knowledge in a subject area, on the one hand, and teaching for broader global awareness through a collection of courses or experiences, on the other. A third challenge is developing in students the tacit understanding that enables them to link the global and the local in ways that are meaningful and useful in their work and their lives. This is particularly relevant in science, technology, engineering, and mathematics, where the problems students see in the classroom are usually decontextualized, and where solutions are developed as if the broader (e.g., social, environmental, political) context were irrelevant. Perhaps the greatest challenge of all is supporting faculty as they wade into the necessarily interdisciplinary nature of such teaching and learning. The primary question, however, is: What is global literacy, and how do we teach it? In this article, the authors describe their attempt at Carnegie Mellon University to approach this question in a semi-empirical way by gathering the outcomes faculty members see as most salient for global literacy. (Contains 3 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:
Cultural Activities; Second Languages; Second Language Learning; Grade 4; Learning Experience; Language Enrichment; Language Acquisition; Teaching Methods; Recall (Psychology); Elementary Secondary Education; Student Attitudes; Japanese

Abstract:
During the summer of 2005, a longtime Japanese teacher at a K-8 school in southwestern Pennsylvania unexpectedly resigned. The school, unable to recruit a new teacher for the 2005-2006 school year, chose to suspend the teaching of Japanese and to establish a committee to examine the foreign language program within the overall school curriculum. In this article, the authors present a study that examines the foreign language program at this school. Participants were 20 students from grade 4-8 who had taken Japanese classes from kindergarten through the 2004-2005 academic year. The findings showed that the program had been a somewhat positive language learning experience for these students. They easily recalled specific language learning activities from their previous study, shared their attitudes about these experiences, and claimed they missed learning Japanese. What they best retained from their classroom experience turned out to reflect the routine features of this curriculum--the use of song, target language experience through cultural activities, and unique explanations of Kanji co-created with their teacher and classmates. The findings also suggest that a sustained language learning experience is critical for students' foreign language development. (Contains 4 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:
Grade 6; Teaching Methods; Discourse Analysis; Language Teachers; Second Language Learning; Second Language Instruction; Teacher Role; Spanish; Language Proficiency; Educational Objectives; Professional Development; Interviews; Classroom Observation Techniques

Abstract:
Although a substantial amount of professional literature argues for the potential benefits of content-based instruction, limited research exists on how this type of instruction actually is appropriated, understood, and carried out in practice by foreign language teachers. This study examines the role of two sixth grade Spanish teachers' discursive practices in content-based instruction, the goals of instruction, and the students' proficiency. Through classroom observations, discourse analysis, teacher interviews, and student writing assessments, this study shows the significance of teacher talk in engaging students in learning both language and content, an overarching goal of content-based instruction. Several implications for instruction in content-based instruction programs and the professional development of teachers emerge from this study. (Contains 4 tables and 4 notes.) 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:
Ethnicity; Self Concept; Japanese; Second Language Learning; Second Language Instruction; Asian Americans; Heritage Education; Language Proficiency; Age Differences; Student Attitudes; Native Speakers; Enrichment Activities; Native Language Instruction

Abstract:
This paper reports on a study of 31 Japanese-American adolescents enrolled in a Saturday Japanese heritage school (JHL) in Los Angeles. The study examined the relationship of the participants' sense of ethnic identity, attitudes toward the JHL school and self-assessed proficiency in Japanese. The major finding of the study, consistent with previous research, was that the variables examined were significantly related. The results also revealed that the older students had a stronger sense of identity as Japanese than the younger students. Moreover, in six months, positive gains were observed in Japanese ethnic identity as Japanese, attitudes toward their JHL school, and self-assessed Japanese proficiency. (Contains 6 tables and 1 note.) 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:
Foreign Countries; Educational Change; Language Teachers; Bilingualism; Puerto Ricans; Heritage Education; Immersion Programs; Student Evaluation; Evaluation Methods; Language Proficiency; Educational Improvement; Second Language Instruction

Abstract:
In this paper, I discuss current interest in educational reform in Puerto Rico, the need for better and more appropriate assessment tools, the growing realisation in the USA that two-way bilingual programmes can provide an effective vehicle for fostering the development of bilingual proficiency, bicultural competence and subject-matter knowledge for heritage language students; and the possible confluence and implications of these three threads of work for the education of Puerto Rican children who participate in the so-called "migrant stream" moving regularly between the island and the mainland. The paper concludes with the listing of a number of prospective research questions that might form the basis for a set of planned-variation studies to examine diverse factors associated with improving the quality of language teaching and learning in Puerto Rico. 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:
Applied Linguistics; Bilingualism; Case Studies; Language Maintenance; Language Research; Language Skill Attrition

Abstract:
Provides summary observations to this special issue of the journal on language contact and language change, examining concerns, major crosscutting themes, and neglected areas. (Author/VWL)

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Descriptors:
Bilingualism; Creoles; Dialects; Diglossia; Elementary Secondary Education; Ethnography; Foreign Countries; Gender Issues; Global Approach; Language Minorities; Language Planning; Language Proficiency; Language Usage; Literacy Education; Minority Group Children; Multilingualism; Oral Language; Personal Narratives; Pidgins; Pragmatics; Pronouns; Public Opinion; Sex Discrimination; Social Class; Sociolinguistics; Story Telling; Student Diversity

Abstract:
This collection of papers includes the following: (1) "A Brief History of American Sociolinguistics 1949-1989" (Roger W. Shuy); (2) "Reflections on the Origins of Sociolinguistics in Europe" (Louis-Jean Calvet); (3) "Models of the Interaction of Language and Social Life" (Dell Hymes); (4) "I Came to Sing: Negotiating Identities and Places in the Tuscan 'Contrasto': (Valentina Pagliai); (5) "Narrative Analysis: Oral Versions of Personal Experience" (William Labov and Joshua Waletzky); (6) "'Narrative Analysis' Thirty Years Later" (Emanuel A. Schegloff); (7) "Narrative Structure: Some Contrasts between Maori and Pakeha Story-telling" (Janet Holmes); (8) "Contextualization Conventions" (John J. Gumperz); (9) "The Pronouns of Power and Solidarity" (Roger Brown and Albert Gilman); (10) "Complimenting: A Positive Politeness Strategy" (Janet Holmes); (11) "Selections from 'Language and Woman's Place'" (Robin Lakoff); (12) "The Relativity of Linguistic Strategies: Rethinking Power and Solidarity in Gender Dominance" (Deborah Tannen); (13) "Some Sociolinguistic Principles" (William Labov); (14) "On the Construction of Vernacular Dialect Norms" (Walt Wolfram); (15) "The Linguistic Individual in an American Public-Opinion Survey" (Barbara Johnstone); (16) "Trade Jargons and Creole Dialects as Marginal Languages" (John E. Reinecke); (17) "A Social Psychology of Bilingualism" (Wallace E. Lambert); (18) "BICS and CALP: Origins and Rationale for the Distinction" (Jim Cummins); (19) "Linguistic Diversity, Schooling, and Social Class: Rethinking Our Conception of Language Proficiency in Language Minority Education" (Jeff MacSwan and Kellie Rolstad); (20) "Diglossia" (Charles Ferguson); (21) "Bilingualism With and Without Diglossia; Diglossia With and Without Bilingualism" (Joshua A. Fishman); (22) "Toward the Systematic Study of Diglossia" (Alan Hudson); (23) "Empirical Explorations of Two Popular Assumptions: Inter-Polity Perspective on the Relationship between Linguistic Heterogeneity, Civil Strife, and Per Capita Gross National Product" (Joshua A. Fishman); (24) "Linguistic Minorities and Language Policies" (Christina Bratt Paulston); (25) "Dialect, Language, Nation" (Einar Haugen); (26) "Language Planning Goals: A Classification" (Moshe Nahir); and (27) "Literacy and Language Planning" (Nancy H. Hornberger). (Papers contain references.) (SM) 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:
Elementary Education; Elementary School Students; FLES; Grammar; Japanese; Language Proficiency; Oral Language; Second Language Instruction; Second Language Learning; Task Analysis

Abstract:
Describes diverse aspects of the speaking proficiency of novice-low to novice-mid level foreign language in the elementary school students and to identify the syntactic knowledge underlying such behavior. Data were collected from students who had been studying Japanese continually for 6 and 7 years on a variety of oral production tasks. (Author/VWL)

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Descriptors:
Articulation (Education); Cooperation; Elementary Education; FLES; Language Proficiency; Program Descriptions; Program Development; Program Implementation; Reflective Teaching; Second Language Instruction; Second Language Learning; Spanish

Abstract:
This digest describes the implementation of a successful district-wide elementary school foreign language (FLES) program that resulted from the superintendent's vision to have all students in the district study a common foreign language throughout their schooling. This vision was based on the superintendent's belief that American secondary school graduates in the 21st century will be competing for positions in which bilingual language proficiency will offer a considerable advantage. The digest highlights five overarching themes believed to be key to the success of the program: careful and collaborative planning and evaluation; gradual program expansion; attention to progress in proficiency; high quality foreign language faculty; and reflective practitioners. (VWL) 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:
Age; Bilingual Education; English (Second Language); English for Academic Purposes; Foreign Countries; Interaction; Language Research; Language Teachers; Program Evaluation; Second Language Instruction; Second Language Learning; Teacher Education

Abstract:
Highlights research priorities for the Teaching English to Speakers of Other Languages (TESOL) field, including the following: age of beginning instruction, learning to read in a second language, dual-language education for English language learners, language assessment and program evaluation, English as a global language, learning English for academic and occupational purposes, and teacher preparation and development. (Author/VWL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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