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The impacts of language and literacy policy on teaching practices in Ghana : postcolonial perspectives on early literacy and instruction
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UB Frankfurt Linguistik
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| 44 |
The construction and efficiency of prototype definitions for the EFL learner’s dictionary : an empirical study in applied cognitive linguistics
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BLLDB
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UB Frankfurt Linguistik
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| 45 |
Cape Verdean Students’ Perceptions of their English Language Preparation for Higher Education in the US
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In: Master’s Theses and Projects (2021)
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| 46 |
Lolita in the Contemporary American Classroom: Pedagogical and Learning Approaches
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In: Master’s Theses and Projects (2021)
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| 47 |
Silver Girls: A Modern Retelling of Little Women
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In: Honors Program Theses and Projects (2021)
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| 48 |
Integrating L1 in L2 Classrooms: The Case of Arabic as a Foreign Language in US Universities
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In: Faculty Journal Articles (2021)
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Abstract:
For many years, instructors and scholars of the Arabic language in American high- er education schools have debated two pedagogical questions: (1) whether or not non-standardized Arabic varieties, Spoken Arabic, should be integrated with Modern Standard Arabic (MSA) in the foreign Arabic classroom, and if so, (2) what that integration should look like (see Al-Batal, 2017). One of the prominent claims of those favoring MSA in the classroom is that MSA is the more prestigious language variety and therefore better represents Arabic literature, religious tradition and culture (Ryding, 1995:226) However, in the last two decades there has been an evolving pedagogical trend that aims to break the firewall of separation be- tween these varieties and to call for a new vision that integrates both varieties in the Arabic classroom (Al-Batal, 2017b). One of the main arguments of this new trend is that it reflects the sociolinguistic changes taking place in Arabic speaking countries and is therefore more responsive to the students’ learning needs. In this study, I aim to build on this argument and make a case for flexibility in teaching that allows for both Spoken Arabic varieties and the students’ L1 in the Arabic L2 classroom. This study aims to validate the findings of previous studies in which the L1 was found to be an important tool and resource with which to build proficiency in the L2 classroom. Using the L1, specifically English, alongside spoken Arabic in the Arabic L2 classroom, reflects the sociolinguistic dynamics of the Arab world where English as a global language is widely used both online and in everyday Arabic conversation. The study suggests a model that is based on the communicative approach which focuses on activating vocabulary and building proficiency in Spoken Arabic with the help of the L1 language.
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Keyword:
and Multicultural Education; Arabic classroom; Bilingual; English; integrating L1; Language and Literacy Education; Multilingual; Teaching Arabic
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URL: https://digitalcommons.bucknell.edu/fac_journ/1760
https://digitalcommons.bucknell.edu/cgi/viewcontent.cgi?article=2805&context=fac_journ
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| 49 |
Can Google Translate Rewire Your L2 English Processing?
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In: Resende, Natália orcid:0000-0002-5248-2457 and Way, Andy orcid:0000-0001-5736-5930 (2021) Can Google Translate Rewire Your L2 English Processing? Digital, 1 (1). pp. 66-85. ISSN 2673-6470 (2021)
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| 51 |
Remaking Lives in Northern Sri Lanka: Migration, Schooling, and Language in Postwar Jaffna
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| 52 |
Perception of American English Consonants /v/ and /w/ by Hindi Speakers of English
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| 53 |
An Analysis of the Redesigned SAT-I Mathematics: Perceptions of Teachers, English Proficient Students, and English Language Learners
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| 54 |
Contributions Toward a Theory of Listening in Literature and Literary Pedagogy
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| 55 |
How Arts Integration Has Helped K–2 Teachers to Boost the Language Development of English-Language Learners
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| 56 |
The Reflective Journal: A Transnational Networking Instrument for (TESOL) Teachers
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In: Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts ; https://hal.archives-ouvertes.fr/hal-03579986 ; Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts, Palgrave Macmillan, pp.287-309, 2021, 978-3-030-64139-9 ; https://link.springer.com/book/10.1007/978-3-030-64140-5#editorsandaffiliations (2021)
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| 57 |
The intonation contour of non-finality revisited Implications for EFL teaching
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In: English pronunciation instruction: Research-based insights ; https://hal.archives-ouvertes.fr/hal-03418097 ; Kirkova-Naskova, A.; Henderson, A.; Fouz-González, J. English pronunciation instruction: Research-based insights, John Benjamins Publishing, pp.176 - 195, 2021, Applied linguistics series, ⟨10.1075/aals.19.08her⟩ (2021)
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The British Juggernaut: ESP Practice and Purpose in the 1970s.
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In: Policies and Practice in Language Learning and Teaching: 20th-century Historical Perspectives ; https://hal.archives-ouvertes.fr/hal-03505201 ; Doff, Sabine; Smith, Richard. Policies and Practice in Language Learning and Teaching: 20th-century Historical Perspectives, Amsterdam University Press, In press (2021)
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| 59 |
English Pronunciation Instruction: Research-based Insights
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In: https://hal.archives-ouvertes.fr/hal-03168961 ; John Benjamins, 2021, English Pronunciation Instruction: Research-based Insights (2021)
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Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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