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Les étudiants et leur perception de leurs compétences à l’écrit : étude du ‘degré de lucidité’
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In: Enseignement et apprentissage de l’écriture de la maternelle à l’université et dans les formations tout au long de la vie ; https://hal.archives-ouvertes.fr/hal-01844481 ; Enseignement et apprentissage de l’écriture de la maternelle à l’université et dans les formations tout au long de la vie, Oct 2016, Bordeaux, France (2016)
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Évaluer les compétences rédactionnelles : que tester ?
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In: ISSN: 0184-7732 ; EISSN: 2107-0857 ; Le Français Aujourd'hui ; https://hal.archives-ouvertes.fr/hal-01844286 ; Le Français Aujourd'hui, Armand Colin / Dunod ; Association française des professeurs de français ; Association française des enseignants de français (AFEF), 2016, 193 (2), pp.128-142. ⟨10.3917/lfa.193.0127⟩ (2016)
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Fall Like a Man
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460115929 (2016)
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Intervention program for long-term English learners: a study of long-term English learners' literacy performance in a reading intervention program at Falcon School District
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In: Theses and Dissertations (2016)
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Abstract:
The purpose of this sequential explanatory embedded mixed methods study was to: (a) investigate and describe the academic performance of eighth grade students in the Falcon School District (FSD) who were designated as Long Term English Learners (LTELs) and participants in FSD’s reading intervention program during their fourth through eighth grade years from 2009-2013, (b) explore the insights of FSD reading intervention teachers as related to LTELs’ academic performance data, and (c) discern the strengths and weaknesses of the reading intervention program in general and as related to Olsen’s recommend components for a successful Long Term English Learner program. This study utilized a sequential explanatory embedded mixed methods design to gather quantitative and qualitative data. This study was sequential embedding because primary data (quantitative) were obtained prior to obtaining secondary data (qualitative). Quantitative data consisted of LTEL academic performance data and qualitative data consisted of 10 reading intervention teacher’s insights. The process for embedding data occurred when primary (quantitative) data were utilized when reading intervention teachers’ insights were explored to further explain primary data (student’s academic performance data) and then further obtaining their perceptions of the reading intervention program. Four conclusions resulted from this study. First, LTEL academic performance is affected by teacher expectations for students. Second, LTELs’ academic performance is affected positively by teachers’ instructional practices pertaining to implementation of differentiated strategies to support LTELs’ needs for maximum rigor in order to access grade level content and specialized academic language support (such as focus on comprehension, vocabulary development, and advanced grammatical structures needed to comprehend academic language). Third, LTEL academic performance is positively impacted if LTEL students are placed in a program that gives them opportunities to accelerate their progress by formally monitoring their academic progress and teacher practices. The fourth conclusion evolved when gathering the qualitative data; LTEL academic performance is positively affected by the inclusion of mixed grouping in the classroom environment if teachers are ready to support them for success in integrated settings.
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Keyword:
administration; and policy; Dissertations (EdD) -- Leadership; Education; Elementary -- Colorado -- Evaluation; English language -- Study and teaching (Elementary) -- Foreign speakers; Literacy programs
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URL: https://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?article=1681&context=etd
https://digitalcommons.pepperdine.edu/etd/682
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A Study of the Intelligibility, Comprehensibility and Interpretability of Standard Marine Communication Phrases as Perceived by Chinese Mariners
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In: Dissertations and Theses (2016)
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Don Quijote y Sancho Panza en las veredas del lenguaje y la comunicación: La interrelación oralidad - escritura. ...
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What Can Students Do With the Words They Know? An ELA Teacher Takes on Science
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In: Education Publications (2016)
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Syntactic Complexity of EFL Chinese Students’ Writing
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In: English Publications (2016)
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The design of an instrument to evaluate sotware for EFL/ESL pronunciation teaching
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In: English Publications (2016)
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Oral Academic Discourse Socialization of an ESL Chinese Student: Cohesive Device Use
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In: English Publications (2016)
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Disentangling Research on Study Abroad and Pronunciation: Methodological and Programmatic Considerations
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In: World Languages and Cultures Publications (2016)
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| 13 |
Connecting Criterion scores and Classroom Grading Contexts: A Systemic Functional Linguistic Model for Teaching and Assessing Causal Language
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In: English Publications (2016)
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| 14 |
L2 Collaborative E-writing
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In: World Languages and Cultures Publications (2016)
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El uso del vídeo en tests de comprensión oral por internet
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In: World Languages and Cultures Publications (2016)
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| 16 |
Learning to use systemic functional grammar to teach literary analysis: Views on the effectiveness of a short professional development workshop
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In: English Publications (2016)
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Patterns of tasks, patterns of talk: L2 literacy building in university Spanish classes
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In: English Publications (2016)
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Killing two birds with one stone? Turning CFL learners into book writers: An exploratory study
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In: World Languages and Cultures Publications (2016)
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| 19 |
Learning Through a CMC-Based Tandem Project with Native Speakers: A Descriptive Study of Beginning CFL Learners
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In: World Languages and Cultures Publications (2016)
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| 20 |
Automated Error Detection for Developing Grammar Proficiency of ESL Learners
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In: English Publications (2016)
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