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Instructional Experiences and Schooling Factors of Long-Term English Learners
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In: LMU/LLS Theses and Dissertations (2014)
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| 42 |
Study Abroad in Central Spain: The Development of Regional Phonological Features
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In: Faculty Publications (2014)
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| 43 |
Sprachbiografische Reflexionen in sprachheilpädagogischen Praxisfeldern
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 169-174 (2014)
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| 44 |
Peer Support: An Intervention To Facilitate Second Language Acquisition In Students With Asperger Syndrome And Primary Language Deficits
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In: South Florida Education Research Conference (2014)
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| 45 |
Einblicke in die sprachlichen Leistungen türkischer Kinder mit Deutsch als Zweitsprache
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 6 ; 4 ; 471-478 (2014)
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| 46 |
Sprachbildung für Kinder und Jugendliche mit Migrationshintergrund im Interkulturellen Schülerseminar [iks] an der Universität Hamburg
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 6 ; 2 ; 206-212 (2014)
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| 47 |
Vocabulary Learning and Pre-school English Language Learners An Action Research Report
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In: Masters of Arts in Education Action Research Papers (2014)
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Abstract:
The purpose of this study was to determine if parent participation outside of school could improve their child’s knowledge of key curriculum words when shared in their first language. Six pre-school English Language Learners (ELL) and their families participated in the study. Data was collected through two parent surveys, participation in class website and an online tool called VoiceThread which provided supports in the first languages of the students, and a pre and posttest of student knowledge of curriculum vocabulary words. Overall this experience had a positive impact or neutral on student learning; the results indicated that all students’ ability to describe and identify the vocabulary objects increased, but the results were mixed with their acquisition of the new vocabulary, however, it is unclear if this is due to the implementation of VoiceThread. All families indicated that they had access to technology at home, but only two of the six families frequented VoiceThread. It is also unknown why all families didn’t access the class website. Because of the potential, it is worth continuing to explore the value of using technology to support parent engagement. The ELL parents may benefit from repeated explanations of school expectations throughout the year and exploration of a variety of means of communication with their child’s teacher.
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Keyword:
Education; parent involvement; Pre-school english language learners; technology integration; vocabulary acquisition
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URL: https://sophia.stkate.edu/maed/63
https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1064&context=maed
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| 48 |
English Spoken by Immigrant Children: Learning a Second Language Phonology in Early Childhood
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In: Tessier, Anne-Michelle (2014)
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| 49 |
Very young learners: ensino bilíngue
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Silva, Júlia Furtado e. - : Universidade Tecnológica Federal do Paraná, 2014. : Curitiba, 2014. : Departamento Acadêmico de Línguas Estrangeiras Modernas, 2014
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| 50 |
The Acquisition of Formulaic Sequences in High-Intermediate ESL Learners
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In: Publicly Accessible Penn Dissertations (2014)
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| 51 |
What Words Can Do: Analyzing Adult/Child Relations in Narratives of Literature and Psychosocial Theory
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