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| 181 |
Language Learning and ADA: An Observation of d/Deaf Adults and Their Interpreters in ESL Classrooms
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In: Graduate Masters Theses (2019)
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| 182 |
Adult Educators at the Crossroads of Language Learning and Workforce Development: A Qualitative Study of Teacher Agency
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In: Graduate Masters Theses (2019)
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| 183 |
Processing Non-Concatenative Morphology – A Developmental Computational Model
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In: Proceedings of the Society for Computation in Linguistics (2019)
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| 184 |
American Association of Applied Linguistics (AAAL) and Language Testing Research Colloquium (LTRC)
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In: Instructional Development Grants (2019)
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| 185 |
Willkomen Beim German Journal - Welcome to German Journal
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In: German Journal Sprache Literatur Kultur (2018)
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| 186 |
Entgrenzung der Arbeit durch „Bring Your Own Device“
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In: German Journal Sprache Literatur Kultur (2018)
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| 187 |
Teaching German Modal Verbs through Cognitive Linguistics Insights
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In: German Journal Sprache Literatur Kultur (2018)
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| 189 |
Semantic consistency of actions influences young children’s word learning ...
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| 190 |
A model of linguistic accommodation leading to language simplification ...
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| 191 |
Incidental learning and long-term retention of new word meanings from stories: The effect of number of exposures ...
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| 192 |
Modeling Second-Language Learning from a Psychological Perspective ...
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| 193 |
Look before you speak: Children’s integration of visual information into informative referring expressions. ...
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| 194 |
Young children choose informative referring expressions to describe the agents and patients of transitive events ...
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| 195 |
Describing the acquisition of the passive voice by a child learner of Japanese as a second language from a Processability Theory perspective
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In: Research outputs 2014 to 2021 (2018)
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| 196 |
A case study of teaching English as a second language in three rural primary classes
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In: Research outputs 2014 to 2021 (2018)
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Abstract:
Assessment results from rural schools have shown little improvement in over a decade, mainly because many of the barriers to learning, such as poverty and limited resources, still prevail. Without the necessary English language skills, language can become another barrier to learning. The assessment results of Progress in International Reading Literacy Studies (PIRLS) in 2011 and 2016 reinforce the need for instructional practices to address the difficulties learners’ experience with English in primary school. The aim of our study was to provide a detailed analysis of how English as a second language is taught, to guide policy makers in developing the instructional skills of teachers in rural settings, and consequently to improve the educational outcomes of the learners. A comparative case study was used to provide evidence-based descriptions of the teachers’ instructional practices from three Grade 3 classes. Findings indicated that language instruction appeared to focus on the structural components of language, compromising the development of the independent academic language skills needed to make the transition in Grade 4 to English as the language of learning and teaching. The results of this research can inform the planning and monitoring of future literacy development initiatives, and thereby, improve assessment results of learners.
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Keyword:
barriers to education; English as a second language; English literacy; First and Second Language Acquisition; Language and Literacy Education; rural areas; South Africa
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URL: https://doi.org/10.2989/16073614.2018.1548289
https://ro.ecu.edu.au/ecuworkspost2013/5495
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| 197 |
Foreign Language Anxiety, Sexuality, and Gender: Lived Experiences of Four LGBTQ+ Students
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In: Dissertations and Theses (2018)
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| 198 |
Grammatical Errors by Arabic ESL Students: an Investigation of L1 Transfer through Error Analysis
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In: Dissertations and Theses (2018)
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| 199 |
The role of native and non-native grammars in the comprehension of possessive pronouns ...
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| 200 |
Straight from the horse's mouth: agreement attraction effects with Turkish possessors ...
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