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Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms
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Individual Differences and the Learning of Two Grammatical Features with Turkish Learners of English
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Why AIM? - Educator Perspectives and Implementation of an Instructional Method for Teaching Core French as a Second Language in Ontario
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Abstract:
Since 2003, the Canadian government has repeatedly called for research into innovative ways to teach Core French (CF) – a non-immersion program, where French as a Second Language (FSL) is taught on a daily basis, or a few times per week. This exploratory study investigates the driving forces behind the widespread popularity of a CF method called the Accelerative Integrated Method (AIM), which combines target language use with gestures, high-frequency vocabulary, and drama to accelerate the development of fluency from the onset of classroom instruction. In order to learn more about the “meaningfulness” of this growing trend (Fullan, 2007), this mixed-method inquiry attempts to shift the focus from product to process, comparing educator perspectives and AIM implementation within two Ontario contexts: (a) where AIM was mandated for elementary (Grades 4-6) FSL instruction, and (b) where AIM was an optional method for FSL teachers to use (or not). Survey and interview data were collected from and triangulated across a variety of educators from both contexts, including FSL consultants (n = 18), principals (n = 8), CF teachers (n = 9), and one Ontario Ministry of Education representative. Four semi-structured interviews and multiple observations were also conducted with those CF teachers who were using AIM (n = 8). An additional CF teacher who had attempted to use AIM, and had subsequently rejected it, was also interviewed. Findings showed that AIM implementation and educator perspectives did not vary significantly based on whether AIM was mandated or optional for CF instruction. A clear preference emerged towards using AIM and the accompanying resources during the beginning stages of CF instruction. Discussion about the growing popularity of AIM was positive; however, it also exposed a range of emotions about when and how AIM should be used. In terms of implementation, while some AIM routines, activities, and strategies were used by all, each AIM teacher exercised their agency while using the method, supplementing and adapting for different reasons. Implications include the need to reexamine the objectives of micro-level AIM policies, recognize the adaptability of AIM, and consider including detailed observations in future research linking AIM to student achievement.
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Keyword:
0727; Accelerative Integrated Method (AIM); agency; Core French; educational change; French as a second language (FSL); instructional method; second language teaching
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URL: http://hdl.handle.net/1807/33909
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Развитие языковой личности как цель компетентностно ориентированного обучения русскому языку в школе
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РЯБУХИНА ЕЛЕНА АНАТОЛЬЕВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2012
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ВОЗМОЖНОСТИ ПРИМЕНЕНИЯ РЕФЛЕКСИИ ПРИ ОВЛАДЕНИИ ВТОРЫМ ЯЗЫКОМ
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Малявина, Анастасия. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования "Уральский государственный педагогический университет", 2012
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De l'apprenant-communiquant à l'apprenant-analyste : quand les TICe font place à l'ingénierie linguistique
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In: ISSN: 0458-7251 ; Le Langage et l'Homme ; https://hal.archives-ouvertes.fr/hal-01790328 ; Le Langage et l'Homme, EME éditions / L'Harmattan, 2012, 1 (47), pp.49-60 (2012)
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Variation dans l'enseignement-apprentissage d'une langue 2
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In: ISSN: 0184-7732 ; EISSN: 2107-0857 ; Le Français Aujourd'hui ; https://hal.archives-ouvertes.fr/hal-00702751 ; Le Français Aujourd'hui, Armand Colin / Dunod ; Association française des professeurs de français ; Association française des enseignants de français (AFEF), 2012, 176, pp.103-112 (2012)
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Linguistic Mediation : Between Translation and Language Teaching ; La médiation linguistique : entre traduction et enseignement des langues vivantes
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In: ISSN: 0071-190X ; EISSN: 1965-0477 ; Études de linguistique appliquée : revue de didactologie des langues-cultures ; https://hal-univ-tlse2.archives-ouvertes.fr/hal-01646974 ; France. Études de linguistique appliquée : revue de didactologie des langues-cultures, 2012 ; https://www.cairn.info/revue-ela-2012-3.htm (2012)
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Grammar rules, OK? What works when teaching a highly endangered Aboriginal language versus a stronger language?
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Gale, Mary-Anne. - : Australian Linguistic Society, 2012. : http://www.als.asn.au, 2012
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Grammar rules, OK? What works when teaching a highly endangered Aboriginal language versus a stronger language?
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• Learner Centeredness and Needs • Portfolio Development for Teachers
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In: http://www.theglobaljournals.com/ijar/file.php?val%3DSeptember_2012_1356963687_f9c75_41.pdf (2012)
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• Learner Centeredness and Needs • Portfolio Development for Teachers
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In: http://www.theglobaljournals.com/ijar/recent_issues_pdf/September_2012_1356963687_f9c75_41.pdf (2012)
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Automatische Analyse von Rechtschreibfähigkeit auf Basis von Speech-Processing-Technologien ...
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Ο ρόλος του εκπαιδευτή γλωσσικής εκπαίδευσης σε κοινά ενηλίκων: μελέτη περίπτωσης στον ελληνικό χώρο ...
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資訊科技融入客語教學之行動研究-以高樹國小二年級學生為例 ; Information technology into the Hakka language teaching action research – A Case Study of Gao Shu Elementary School sophomore
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Ergebnisse einer Elternbefragung in Kindergärten mit deutscher Unterrichtssprache aus Rumänien ...
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Die Leseentwicklung zweier Geschwisterkinder mit Migrationshintergrund in einer kombinierten Sprach- und Leseförderung
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In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 17 (2012) 32, S. 33-61 (2012)
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Expertise "Erfolgreiche Sprachförderung unter Berücksichtigung der besonderen Situation Berlins"
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In: Berlin 2012, 205 S. (2012)
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