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Hits 1 – 20 of 68
1
Ostension : word learning and the embodied mind electronic resource
Engelland, Chad
. - Cambridge, Massachusetts : MIT Press, 2014, [2014]©2014
MPI für Psycholinguistik
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2
Introduction to language development
Kennison, Shelia M.
. - Los Angeles : Sage, 2014
MPI für Psycholinguistik
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3
Playing with languages : children and change in a Caribbean village
Paugh, Amy L.
. - New York : Berghahn Books, 2014
MPI für Psycholinguistik
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4
Learner pronunciation, awareness, and instruction in French as a second language
Kennedy, Sara
;
Trofimovich, Pavel
;
Blanchet, Josée
In:
Foreign language annals. - New York, NY
47 (2014) 1, 79-96
BLLDB
OLC Linguistik
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5
A closer look at the output hypothesis: the effect of pushed output on noticing and inductive learning of the Spanish future tense
Russell, Victoria
In:
Foreign language annals. - New York, NY
47 (2014) 1, 25-47
BLLDB
OLC Linguistik
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6
Using eye tracking to understand the responses of learners to vocabulary learning strategy instruction and use
Liu, Pei-Lin
In:
Computer assisted language learning. - Colchester [u.a.] : Taylor & Francis
27 (2014) 4, 330-343
BLLDB
OLC Linguistik
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7
Two phonetic-training procedures for young learners: investigating instructional effects on perceptual awareness
Gómez Lacabex, Esther
;
Gallardo del Puerto, Francisco
In:
Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association
70 (2014) 4, 500-531
BLLDB
OLC Linguistik
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8
Attention to form in collaborative writing tasks: comparing pair and small group interaction
Fernández Dobao, Ana María
In:
Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association
70 (2014) 2, 158-187
BLLDB
OLC Linguistik
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9
A comparison of L2-L2 and L2-heritage learner interactions in Spanish language classrooms
Bowles, Melissa A.
;
Adams, Rebecca
;
Toth, Paul D.
In:
The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell
98 (2014) 2, 497-517
BLLDB
OLC Linguistik
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10
Promoting alphabet knowledge and phonological awareness in low socioeconomic child care settings: a quasi experimental study in five New Zealand centers
McLachlan, Claire
;
Arrow, Alison
In:
Reading and writing. - New York, NY : Springer Science+Business Media
27 (2014) 5, 819-839
BLLDB
OLC Linguistik
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11
Differential growth patterns in emerging reading skills of Turkish-German bilingual and German monolingual primary school students
Merkens, Hans
;
Stanat, Petra
;
Rjosk, Camilla
...
In:
Reading and writing. - New York, NY : Springer Science+Business Media
27 (2014) 5, 945-968
BLLDB
OLC Linguistik
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12
Children's literature in multilingual classrooms : from multiliteracy to multimodality
Lotherington, Heather
;
Oller, Judith
;
Lyster, Roy
. - London : Institute of Education Press, 2014
BLLDB
UB Frankfurt Linguistik
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13
Pragmatics and intercultural mediation in intercultural language learning
Liddicoat, Anthony
In:
Intercultural pragmatics. - Berlin ; New York, NY : Mouton de Gruyter
11 (2014) 2, 259-277
BLLDB
OLC Linguistik
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14
Understanding child language acquisition
Rowland, Caroline
. - London : Routledge, 2014
MPI für Psycholinguistik
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15
Understanding developmental disorders of auditory processing, language and literacy across languages : international perspectives
McInerney, Dennis M.
(Hrsg.);
Chung, Kevin Kien-hoa
(Hrsg.);
Yuen, Kevin Chi Pun
(Hrsg.). - Charlotte, NC : IAP, Information Age Publ., 2014
BLLDB
UB Frankfurt Linguistik
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16
Zum Erwerb syntaktischer Aspekte von positiven und negativen W-Fragen im unauffälligen und auffälligen Spracherwerb des Deutschen
Herrmann, Heike
. - Potsdam : Univ.-Verl., 2014
BLLDB
UB Frankfurt Linguistik
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17
Comprehension of verb inflection in German-speaking children
Brandt-Kobele, Oda-Christina
. - Potsdam : Univ.-Verl., 2014
BLLDB
UB Frankfurt Linguistik
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18
The cultural memory of language
Samata, Susan
. - London [u.a.] : Bloomsbury, 2014
BLLDB
UB Frankfurt Linguistik
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19
The contribution of L1 phonemic awareness into L2 reading: The case of Arab EFL readers. International education studies
Yousef Alshaboul
;
Sahail Asassfeh
;
Sabri Alshboul
...
In: http://www.ccsenet.org/journal/index.php/ies/article/download/33433/19810/ (2014)
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20
Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
Gage-Serio, Ondine Angelique
. - : eScholarship, University of California, 2014
In: Gage-Serio, Ondine Angelique. (2014). Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind. UC Santa Cruz: Education. Retrieved from: http://www.escholarship.org/uc/item/5mz970cg (2014)
Abstract:
This dissertation examines affordances for Language Awareness within a classroom serving English learners in a coastal California middle school under the policy context of No Child Left Behind. As an ecologically inspired account, this study contributes to understanding how students use and learn language in classroom settings. Affordances for Language Awareness represent possibilities available to students for accessing relevant information to make meaning of language within a classroom. Affordances for Language Awareness are opportunities for meaning making. That is, the learner seeks out meaning, while the classroom context (teacher, pedagogy, realia, classmates, etc.) provides the potential to give meaningful information. No one has conducted a similar study within the context of this policy environment-- a context in which students' and teachers' opportunities to draw on their repertoire of linguistic, cultural, and intellectual resources in classroom and school settings have been drastically constrained. For this reason, a study of affordances for Language Awareness can offer a lens on how a particular policy context may impact classroom language learning. Taking an ecological perspective on bilingual learners, defined as multi-competent L1/L2 learners, the research questions in this study focus on how affordances for Language Awareness are constructed within the school context by multi-competent L1/L2 users. A second goal of this study is to understand what factors mediate potential affordances for Language Awareness. A third goal of this study is to consider how the broader ecology of the school, district, state, and federal government language education policy under No Child Left Behind influenced the construction of affordances for Language Awareness. To address the research questions within an ecological perspective on language learning, a qualitative design was employed. In drawing on qualitative methods, the researcher collected classroom interaction data focused on episodes of meaningful exchanges and case study data which enabled the researcher to understand the range of student practices through which affordances for Language Awareness occurred. The unit of analysis in this study is Language Awareness Related Episodes (LAREs), defined as episodes of conversational exchanges containing ideas contributing to students' Language Awareness in the construction of meaning. The LAREs were inductively coded, revealing four emerging categories. Further examination of these categories within the individual practices of the case students found that affordances for Language Awareness occurred as bi-directional semiotic activities between students and their teacher while exploring classroom texts, which were contextualized through multi-sensory and multi-modal mediating factors (e.g. listening to text, listening to peers' response to text, text projected on board, keeping marginal notes, visual imagery, music and film). Findings showed that students most frequently engaged in affordances for Language Awareness while constructing understanding around metalinguistic elements such as morphology and polysemy. The second most frequent finding was students engaged in analeptic discourse exploring shared experiences that allowed for affordances for Language Awareness. A less frequent and third finding was that students engaged in affordances for Language Awareness through prolepsis or co-constructing inference in texts guided by instructional language puzzles. The least frequent occurrence was students who engaged in affordances for Language Awareness through register shifts. The case study findings showed that students demonstrated a range of language practices within the classroom, including (a) independently seeking out opportunities, (b) engaging in dynamic exchanges with classmates and the teacher, and (c) being drawn into the community of learners by peers and the teacher in order to marshal relevant resources for gaining affordances for Language Awareness. While the policy context situating this study was shown to be disruptive, constraining affordances for Language Awareness, this study found that the instructor was able to negotiate policy demands to support students' classroom engagement allowing for affordances for Language Awareness to occur.The implications of this study are that teachers can resist the dominant discourse supporting classroom practices for students to engage in affordances for Language Awareness through (a) their teaching practices and (b) supporting students to draw on their heritage language resources. Another implication of this study is that classroom practices must allow for the various ways in which students may experience affordances for Language Awareness. A further implication for policy makers is the need to reconsider how drawing on multiple language resources may support affordances for Language Awareness for both bilingual development and classroom learning.
Keyword:
Bilingualism
;
Education
;
Language Awareness
;
middle school
;
multi-competence
;
NCLB
;
Second Language Acquisition
URL:
http://www.escholarship.org/uc/item/5mz970cg
http://n2t.net/ark:/13030/m5k94np3
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