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| context reduced language task: Learning Strategies in Second Language Acquisition J. Michael O'Malley, Anna Uhl Chamot, 1990-02-23 A review of the literature on learning strategies, describing and classifying learning strategies in second language learning. |
| context reduced language task: Effective Language Learning Suzanne Graham, 1997 This book investigates some of the learning processes of students of French and German as they begin language learning at an advanced level, a stage which is frequently problematic. By looking at the learning strategies employed by both successful and less successful language students, the author elucidates some of the key cognitive and affective processes which facilitate advanced level language learning. The implications of this for the classroom are discussed in detail, leading to practical recommendations for learning and teaching strategies. A central theme is the need to teach explicitly the proficient use of learning strategies, and suggestions are made as to how this may be achieved in the language classroom. |
| context reduced language task: How to Teach an Additional Language Kris Van den Branden, 2022-04-15 This book provides a comprehensive, research-based account of how people learn a second/foreign language and shows how classroom practice can be organised around research-based principles. In the first part, the book provides up-to-date insights into the cognitive, motivational, and emotional dimensions of learning an additional language. In the second part, ten principles of high-quality additional language teaching are introduced and illustrated by a wealth of authentic, classroom-based examples. The book also explores implications for curriculum design and the assessment of additional language competences. A separate chapter is devoted to the ways in which innovation in language education can be fostered. Throughout the book, the question is addressed whether additional language teaching should primarily focus on meaningful tasks, form-based practice, or the integration of both. This book is a must-read for all those who are interested in improving the quality of second and foreign language education. |
| context reduced language task: Learning and Teaching Languages Through Content Roy Lyster, 2007-01-01 Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learner s interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback. |
| context reduced language task: Language, Power and Pedagogy Jim Cummins, 2000-09-22 Population mobility is at an all-time high in human history. One result of this unprecedented movement of peoples around the world is that in many school systems monolingual and monocultural students are the exception rather than the rule, particularly in urban areas. This shift in demographic realities entails enormous challenges for educators and policy-makers. What do teachers need to know in order to teach effectively in linguistically and culturally diverse contexts? How long does it take second language learners to acquire proficiency in the language of school instruction? What are the differences between attaining conversational fluency in everyday contexts and developing proficiency in the language registers required for academic success? What adjustments do we need to make in curriculum, instruction and assessment to ensure that second-language learners understand what is being taught and are assessed in a fair and equitable manner? How long do we need to wait before including second-language learners in high-stakes national examinations and assessments? What role (if any) should be accorded students’ first language in the curriculum? Do bilingual education programs work well for poor children from minority-language backgrounds or should they be reserved only for middle-class children from the majority or dominant group? In addressing these issues, this volume focuses not only on issues of language learning and teaching but also highlights the ways in which power relations in the wider society affect patterns of teacher–student interaction in the classroom. Effective instruction will inevitably challenge patterns of coercive power relations in both school and society. |
| context reduced language task: Assessment and Access Gary D. Keller, James R. Deneen, Rafael J. Magallan, 1991-12-27 The edited papers resulting from a conference sponsored by the College Board, Educational Testing Service, and Hispanic Higher Education Coalition explore, for the purpose of increasing Hispanic access to higher education, a variety of developments in educational assessment and test familiarization, both theoretical and practical. Paper edition (unseen), $19.95. Annotation copyrighted by Book News, Inc., Portland, OR |
| context reduced language task: Time to Talk Jean Gross, 2013-05-21 Time to Talk provides a powerful and accessible resource for practitioners to help develop their own skills, as well as supporting a whole-school or setting approach to speaking and listening. Written by the government’s former Communication Champion for children, it showcases and celebrates effective approaches in schools and settings across the country. Jean Gross helpfully summarises research on what helps children and young people develop good language and communication skills, and highlights the importance of key factors: a place to talk, a reason to talk and support for talk. This practical and engaging book also provides: whole-class approaches to developing all children and young people’s speaking and listening skills; ‘catch-up’ strategies for those with limited language ways in which settings and schools can develop an effective partnership with specialists, such as speech and language therapists, to help children with more severe needs; examples of good practice in supporting parents/carers to develop their children’s language skills; answers to practitioners’ most frequently asked questions about speech and language. This book is for all school leaders, teachers and Early Years practitioners concerned about the growing number of children and young people with limited language and communication skills. |
| context reduced language task: Educating Second Language Children Fred Genesee, 1994-03-25 This text brings together the work of 15 elementary education experts who support an integrative approach to educating second language children. The paperback edition is a collection of articles from fourteen elementary education experts who espouse an integrative approach to second language education - one that goes beyond language teaching methodology - to cover a wide range of issues affecting the academic and social success of language minority children. The volume deals not only with second language development, but with the development of the whole child. Rather than focusing on language instruction, it addresses the entire curriculum, and instead of restricting itself to classroom learning, it examines the role of the school, family, and community. |
| context reduced language task: Teaching ELLs to Read Paul Boyd-Batstone, 2015-04-10 In this essential book from ELL-expert Paul Boyd-Batstone, you’ll find out how to teach reading while keeping in mind the unique needs of English language learners. You’ll learn best practices and differentiated strategies for each domain of the Common Core Foundational Reading Skills, including print concepts, phonological awareness, phonics and word recognition, and fluency. Topics covered include: Ideas for using contextual support to help ELLs climb the staircase of complexity; How to teach print concepts, such as noting word separation and using punctuation; Strategies for teaching phonological awareness, including distinguishing vowel sounds and blending sounds; Ways to teach phonics and word recognition using informational and literary texts; and Exemplary ideas for teaching fluency, such as through poetry, drama, and digital media. The book is filled with ready-to-use activities and complete lesson plans that address selected CCSS performance tasks at each grade level. These lesson plans demonstrate how to differentiate instruction based on your ELLs’ reading level. The book also includes performance-level descriptors, rubrics, and templates, available for free download from our website at http://www.routledge.com/books/details/9781138017696. |
| context reduced language task: Classroom Instruction That Works with English Language Learners Jane Hill, Kirsten B. Miller, 2013 This all-new edition strengthens your instructional planning and makes it easier to know when to use research-based instructional strategies with ELL students in every grade level. |
| context reduced language task: Second Language Acquisition and Task-Based Language Teaching Mike Long, 2014-07-31 This book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. Combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education Details best practice for TBLT programs, including discussion of learner needs and means analysis; syllabus design; materials writing; choice of methodological principles and pedagogic procedures; criterion-referenced, task-based performance assessment; and program evaluation Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience Considers diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning |
| context reduced language task: The Study of Second Language Acquisition Rod Ellis, 1994 An up to date comprehensive introduction to second language acqusition research. Contains a general framework for the study of second language acquisition, provides a general description of learner language, accounts for the role of the linguistic environment, examines the learner's internal mechanisms, explores individual differences in language learning and reviews the expanding research on classroom second language acquisition. |
| context reduced language task: Bilingualism in Education Jim Cummins, Merrill Swain, 2014-10-13 This is a remarkably interesting and useful book...it makes a significant contribution to our knowledge and understanding of both bilingualism and education.' Journal of Education Policy |
| context reduced language task: Inclusive Primary Teaching Janet Goepel, Helen Childerhouse, Sheila Sharpe, 2015-09-16 This is an invaluable and fully updated text on inclusive practice for all primary trainees and teachers and for those working towards the National Award SEN Co-ordination. It provides an equality- and child-centred approach to inclusion, combining both theory and practice while promoting critical thinking about the complex issues involved. Scenarios are used as the basis for unpicking major topics and provide opportunities for learning in context, while questions and reflections encourage deep thinking about key learning points. This second edition has been fully revised throughout and now includes: • full reference to the new Special Educational Needs and Disability Code of Practice (2014) as well as the Children and Families Act (2014) and Behaviour2Learn • two completely new chapters on understanding learners who are vulnerable and understanding learners with communication difficulties • extended thinking activities and extended reflections to support M-level study • an improved organisation with emphasis on the national priorities. |
| context reduced language task: Teaching the Content Areas to English Language Learners in Secondary Schools Luciana C. de Oliveira, Kathryn M. Obenchain, Rachael H. Kenney, Alandeom W. Oliveira, 2019-01-17 This practitioner-based book provides different approaches for reaching an increasing population in today’s schools - English language learners (ELLs). The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, the C3 Framework, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students. The book begins with an introduction that contextualizes the chapters in which the editors highlight transdisciplinary theories and approaches that cut across content areas. In addition, the editors include a table that provides a matrix of how strategies and theories map across the chapters. The four sections of the book represent the following content areas: English language arts, mathematics, science, and social studies. This book offers practical guidance that is grounded in relevant theory and research and offers teachers suggestions on how to use the approaches described. |
| context reduced language task: With Literacy and Justice for All Carole Edelsky, 2006-03-21 The third edition of With Literacy and Justice for All: Rethinking the Social in Language and Education continues to document Carole Edelsky's long involvement with socially critical, holistic approaches to the everyday problems and possibilities facing teachers of language and literacy. This book helps education professionals understand the educational/societal situations they are dealing with, and literacy instruction and second language learning in particular contexts. Edelsky does not offer simplistic pedagogical formulas, but rather, progressively works through differences and tensions in the discourses and practices of sociolinguistics, bilingual education, whole language, and critical pedagogy--fields whose practitioners and advocates too often work in isolation from each other and, at times, at cross purposes. In this edition, what Edelsky means by rethinking is improving and extending her own views, while at the same time demonstrating that such rethinking always occurs in the light of history. The volume includes a completely new Introduction and two entirely new chapters: one on reconceptualizing literacy learning as second language learning, and another on taking a historical view of responses to standardized testing. Throughout, in updating the volume, Edelsky uses a variety of structural styles to note contrasts in her views across time and to make the distinction clear between the original material and the current additions. This edition is a rare example of a scholarly owning-up to changes in thinking, and a much needed demonstration of the historically grounded nature of knowledge. As a whole, the third edition emphasizes recursiveness and questioning within a deliberately political framework. |
| context reduced language task: CliffsNotes FTCE Professional Education Test 3rd Edition Sandra Luna McCune, Vi Cain Alexander, 2014-10-21 The revised FTCE Professional Education Test is already being administered, and the changes are major. Competencies on the test have been reduced from 14 to just 8. The exam is also now offered year round by appointment. This CliffsNotes test-prep book provides in-depth coverage of the changes, including the structure and format of the test, and an explanation of the scoring structure of the test. It also features frequently asked questions, competency reviews, and sample questions and answers, throughout. Included in the package are two, model full-length practice tests to ensure success on test-taking day. |
| context reduced language task: Children Learning Second Languages Annamaria Pinter, 2011-03-29 This comprehensive guide to research and debate centres around language learning in childhood, the age factor and the different contexts where language learning happens, including home and school contexts. The scope is wide, capturing examples of studies with different age groups, different methodological approaches and different languages. |
| context reduced language task: Second Language Discourse Jonathan Fine, 1988 |
| context reduced language task: The Construct of Language Proficiency Ludo Verhoeven, John H.A.L. de Jong, 1992-10-29 This books aims to open up new perspectives in the study of language proficiency by bringing together current research from different fields in psychology and linguistics. All contributions start out from empirical studies, which are then related to applications in language assessment. The book also serves as a survey of recent developments in psycholinguistic research in the Netherlands. The book starts out with a thorough introduction of international literature on models of language proficiency, language development and its assessment. Section 1 deals with first language proficiency and addresses such problems as grammar in early child language, grammatical proficiency and its (in)variance across a range of ages, reading abilities, and writing skills. Section 2 focuses on multilingual proficiency and deals with test bias in relation to the background of the second language learner, bilingual proficiency in ethnic minority children, the development of the second language learner lexicon, communicative competence of school-age children in the context of second language learning, the assessment of foreign language attrition and the dimensionality in oral foreign language proficiency. |
| context reduced language task: A Dictionary of Language Acquisition:A Comprehensive Overview of Key Terms in First and Second Language Acquisition Hossein Tavakoli, 2013-01-01 A Dictionary of Research Methodology and Statistics in Applied Linguistics is a comprehensive and authoritative reference guide that offers a detailed overview of important terms and concepts in the fields of research and statistics within the domain of applied linguistics. This volume focuses specifically on research in applied linguistics, aiming to clarify the meaning and application of various concepts, approaches, methods, designs, techniques, tools, types, and processes of research in a clear and efficient manner. It also includes entries that address statistical aspects, providing assistance to researchers in formulating, analyzing, and executing their research designs effectively, ensuring a logical progression from start to finish. With approximately 2000 entries covering essential research concepts and issues, this book incorporates cross-references where necessary to enhance understanding and facilitate navigation. It caters to a wide audience, including undergraduate and graduate students, teachers, lecturers, practitioners, researchers, consultants, and individuals seeking information in the field of applied linguistics and related disciplines. |
| context reduced language task: Encyclopedia of Bilingualism and Bilingual Education Colin Baker, Sylvia Prys Jones, 1998 This encyclopedia is divided into three sections: individual bilingualism; bilingualism in society and bilingual education. It includes many pictures, graphs, maps and diagrams. The book concludes with a comprehensive bibliography on bilingualism. |
| context reduced language task: A Book For Every Teacher Nan Li, 2015-03-01 A Book for Every Teacher: Teaching English Language Learners is a unique and compressive text written for mainstream classroom teachers. The passion for writing this book comes from our working experiences with the K–12 teachers in four school districts through our ELL Center professional development program. Through this program, we provide professional training through our federally funded research and service projects. The purpose of our professional training is to prepare general education teachers to work effectively with English language learners (ELLs). While working with the teachers on a daily basis, we know the immediate needs of the teachers. This motivated us to embark this book project. In recent years, the ELL school population has the highest increase among school populations. As the NEA data indicates, providing ELL students with high quality services and programs is an important investment in America’s future (NEA, 2013). This book is our investment in helping teachers to meet their challenges and provide useful information and strategies for teaching ELLs. The book is designed with K–12 teachers in mind. It is best used by teachers who have or will have ELLs in their classrooms and who seek information and strategies to better work with and serve their ELLs to achieve academic success. With this design, teachers can use the book as a text or reference tool. This book can also be adopted as text materials for professional training. Teachers are the most important factor for ELLs’ academic success. |
| context reduced language task: Academic Language/Literacy Strategies for Adolescents Debra L. Cook Hirai, Irene Borrego, Emilio Garza, Carl T. Kloock, 2013-02-01 Fast-paced, practical, and innovative, this text for pre-service and in-service teachers features clear, easily accessible lessons and professional development activities to improve the delivery of academic language/literacy education across the content areas in junior/middle school and high school classrooms. Numerous hands-on tools and techniques demonstrate the effectiveness of content-area instruction for students in a wide variety of school settings, particularly English language learners, struggling readers, and other special populations of students. Based on a strong professional development model the authors have been instrumental in designing, Academic Language/Literacy Strategies for Adolescents addresses: motivation attributes of academic language vocabulary: theory and practice reading skills development grammar and writing. A wealth of charts, graphs, and lesson plans give clear examples of academic language/literacy strategies in action. The appendices – a key component of the practical applications developed in the text – include a glossary, exemplary lessons that address key content areas, and a Grammar Handbook. In this era of increased accountability, coupled with rapid demographic change and challenges to traditional curricula and pedagogical methods, educators will find this book to be a great resource. |
| context reduced language task: The Handbook of Bilingualism Tej K. Bhatia, William C. Ritchie, 2008-04-15 The Handbook of Bilingualism provides state-of-the-art treatments of the central issues that arise in consideration of the phenomena of bilingualism ranging from the representation of the two languages in the bilingual individual's brain to the various forms of bilingual education, including the status of bilingualism in each area of the world. Provides state-of-the-art coverage of a wide variety of topics, ranging from neuro- and psycho-linguistic research to studies of media and psychological counseling. Includes latest assessment of the global linguistic situation with particular emphasis on those geographical areas which are centers of global conflict and commerce. Explores new topics such as global media and mobile and electronic language learning. Includes contributions by internationally renowned researchers from different disciplines, genders, and ethnicities. |
| context reduced language task: Individual Differences and Instructed Language Learning Peter Robinson, 2002-09-27 Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differences research describe recent advances in theories of intelligence, L2 aptitude, motivation, anxiety and emotion, and the relationship of native language abilities to L2 learning. In the second section, these theoretical insights are applied to empirical studies of individual differences-treatment interactions in classroom learning, experimental studies of the effects of focus on form and incidental learning, and studies of naturalistic versus instructed SLA. |
| context reduced language task: Book Fiesta! Pat Mora, 2009-03-10 Take a ride in a long submarine or fly away in a hot air balloon. Whatever you do, just be sure to bring your favorite book! Rafael López's colorful illustrations perfectly complement Pat Mora's lilting text in this delightful celebration of El día de los niños/El día de los libros; Children's Day/Book Day. Toon! Toon! Includes a letter from the author and suggestions for celebrating El día de los niños/El día de los libros; Children's Day/Book Day. Pasea por el mar en un largo submarino o viaja lejos en un globo aerostático. No importa lo que hagas, ¡no olvides traer tu libro preferido! Las coloridas ilustraciones de Rafael López complementan perfectamente el texto rítmico de Pat Mora en esta encantadora celebración de El día de los niños/El día de los libros. ¡Tun! ¡Tun! Incluye una carta de la autora y sugerencias para celebrar El día de los niños/El día de los libros. The author will donate a portion of the proceeds from this book to literacy initiatives related to Children's Day/Book Day. La autora donará una porción de las ganancias de este libro a programas para fomentar la alfabetización relacionados con El día de los niños/El día de los libros. |
| context reduced language task: ESL Through Content-area Instruction Jo Ann Crandall, 1987 |
| context reduced language task: Bilingualism and Language Disability Niklas Miller, 2013-12-11 |
| context reduced language task: Bilingualism and Language Disability (PLE: Psycholinguistics) Nick Miller, 2013-11-12 Society is becoming increasingly multi-lingual and this presents monolingual professionals, particularly those in special education and speech pathology, with severe problems. Is the language delay in a child from a bilingual environment a result of this background or is there a specific speech problem? Is a child’s poor performance in school due to his problems of coping with two languages, or does he need remedial teaching? Originally published in 1984, this book is not concerned with second language learning, but with speech and learning difficulties in bilingual children as they are presented to remedial teachers, psychologists and speech therapists. To this end the first group of specially written articles deals with the patterns of language usage in bilingual communities and the social and psychological factors which shape these patterns; with processes in normal bilingual language acquisition; and with the relationship between cognitive development and growing up with two languages. Management issues and methods involved in helping children with language problems are also tackled: they include taking case histories, family liaison, counselling, bilingual programmes, mother tongue teaching, curriculum development and the training of personnel to work in the bilingual-bicultural field. This book provided a great deal of practical help, in a field that was relatively new at the time of writing, and helped to enlighten readers on the issues involved and assist in crystalising thought and directing future research. |
| context reduced language task: CliffsNotes FTCE Professional Education Test Sandra Luna McCune, Sandra K. McCune, Vi Cain Alexander, 2014-10-21 This 3rd Edition of CliffsNotes FTCE Professional Education Test encapsulates the major test changes to this important Florida teacher certification test that would-be Florida teachers must pass to become credentialed. |
| context reduced language task: Ethnic Minority Children Acquiring Literacy Ludo Verhoeven, 2011-06-01 Language acquisition is a human endeavor par excellence. As children, all human beings learn to understand and speak at least one language: their mother tongue. It is a process that seems to take place without any obvious effort. Second language learning, particularly among adults, causes more difficulty. The purpose of this series is to compile a collection of high-quality monographs on language acquisition. The series serves the needs of everyone who wants to know more about the problem of language acquisition in general and/or about language acquisition in specific contexts. |
| context reduced language task: Critical Period Hypothesis Revisited Małgorzata Jedynak, 2009 The book discusses various arguments for and against Critical Period Hypothesis for the acquisition of foreign language native-like pronunciation. The research described in the book encompassed adult learners of English and Polish, some of whom mastered the pronunciation in such a way that they managed to pass off as native speakers of the target language. Various factors were examined in order to show their contribution to the ultimate success of the learners such as a learning setting, a length in learning and a training in foreign language phonology/phonetics. |
| context reduced language task: Teaching English Language Learners Michaela Colombo, 2011-03-08 Ideal as a supplementary text for a variety of courses and as a guide for in-service teachers and for professional development settings, Teaching English Language Learners: 43 Strategies for Successful K–8 Classrooms provides teachers of all content areas with a broad, practical approach to teaching English language learners in the regular classroom setting. |
| context reduced language task: Schooling and Language Minority Students California. Office of Bilingual Bicultural Education, 1981 A collection of papers discusses the importance of bilingual education's goals of high-level English proficiency, appropriate cognitive/academic development, and adequate psychosocial and cultural adjustment for language-minority students and describes various instructional strategies to achieve those outcomes. The papers include: The Role of Primary Language Development in Promoting Educational Success for Language Minority Students (James Cummins); Bilingual Education and Second Language Acquisition Theory (Stephen D. Krashen); Effective Use of the Primary Language in the Classroom (Dorothy Legarreta-Marcaida); The Natural Approach in Bilingual Education (Tracy D. Terrell); and Reading Instruction for Language Minority Students (Eleanor W. Thonis). A bilingual education program quality review instrument for kindergarten through grade six and a glossary are appended. (MSE) |
| context reduced language task: Special Educational Needs, Inclusion and Diversity, 4e Sandra Dunsmuir, Norah Frederickson, Tony Cline, 2024-03-19 “This new edition of an indispensable textbook… covers a huge range of topics illustrated by case studies and practical activities. It will enable schools to navigate through the complex challenges they meet on a daily basis, making education both inclusive and effective for all.” Uta Frith, Emeritus Professor in Cognitive Development, University College London, UK “This updated edition of an already essential text is a must read for anyone with an interest in special educational needs, inclusion and diversity in education. It is thoroughly researched, accessibly written, and strikes the perfect balance between emphases on theory, research, policy and practice throughout.” Neil Humphrey, Sarah Fielden Professor of Psychology of Education, University of Manchester, UK Special Educational Needs, Inclusion and Diversity has established itself as the textbook on special educational needs and disabilities (SEND). This new edition retains the considered balance between theory, research and practice, written in an accessible, user-friendly style. The fourth edition contains key updates in response to changes in the field, including developments in national policy and ways of thinking about SEND. There is a focus on reducing inequalities and enhancing inclusion to ensure relevance to working within diverse communities. Up-to-date psychological and educational methods are examined in the book to support assessment and evidence-based intervention with children and young people. Key features include: •The increasingly diverse SEND approaches across England, Wales, Scotland and Ireland, within an international context •Identification, assessment and intervention strategies for those with SEND aged from 0-25 years •Extensive exploration of current developments, in particular within autism, mental health, mathematics and sensory needs •A focus on professional ethics, parental support for learning and person-centred practices •Case studies and learning activities to reflect contemporary best practice Special Educational Needs, Inclusion and Diversity is a comprehensive guide for educational professionals to support them in maximising inclusion while recognising and supporting diversity. Sandra Dunsmuir is Professor of Educational and Child Psychology at University College London, UK. Tony Cline is Honorary Research Fellow with the Educational Psychology Group at University College London, UK. Norah Frederickson is Emeritus Professor of Educational Psychology at University College London, UK. |
| context reduced language task: ACADEMIC ANXIETY, ACHIEVEMENT SKILLS AND LEVEL CREATIVITY Dr. SHRIKANT BHANUDAS CHAVAN, |
| context reduced language task: Academic and Research Literacy Practices of Final Year Teacher Trainees in Luanda, Angola Celeste Sambeny, 2016-06-22 Academic and Research Literacy Practices of Final Year Teacher Trainees in Luanda, Angola presents a detailed study of students and lecturers at higher teacher training institutions where English is taught as a medium of instruction and specialisation. As such, the book will help raise the awareness of educators, teachers and supervisors of the need to be more supportive to students, and will highlight the importance of increased responsibility on the part of the students regarding their studies, especially during the process of writing their research reports. Practical experience has shown that, in most classrooms, students are typically asked to produce texts for one single audience, namely the teacher or the lecturer, who already knows what constitutes an acceptable response. However, in many classrooms, teachers and lecturers tend to believe that literacy can be defined as the ability to encode and decode texts, the ability to decipher the ‘main idea’ of a reading passage or to write a text that obeys the general conventions of language usage such as syntax, organisation, and idea development. The central argument of this book, however, is that, at higher levels of the educational system in Angola, academic and research literacy practices are, at best, questionable and, at worst, harmful. An extensive re-evaluation of assumptions regarding student capability and what it means to be a literate in the twenty-first-century ‘information society’ is of critical importance. Such a re-examination allows for extensive reflection on current practices and a powerful critique of ‘traditional’ academic and research literacy methods, and suggests ways in which practices of quality teaching and learning may be implemented. |
| context reduced language task: Handbook of Multicultural School Psychology Emilia C. Lopez, Sara G. Nahari, Sherrie L. Proctor, 2017-03-16 The second edition of the Handbook of Multicultural School Psychology continues the mission of its predecessor, offering a comprehensive, interdisciplinary view of the field of multicultural school psychology and addressing the needs of children and families from diverse cultural backgrounds. The revised organizational structure includes the following: History and Professional Issues; Consultation and Collaboration; Interventions Focused on Academic and Mental Health Issues; Data-based Decision Making; Systems-based Issues; Training and Research; and Future Perspectives. Nineteen of the volume's twenty-three chapters are completely new to this edition, while the rest have been effectively revised and updated. Comprehensive—In seven sections, this book covers theoretical, research, and practical concerns in a wide range of areas that include multicultural and bilingual issues, second language acquisition, acculturation, parent collaboration, research, and systemic issues. Chapter Structure—Chapter authors follow a uniform structure that includes theoretical and research issues and implications for practice. Recent practice and training guidelines including Blueprint for Training and Practice III (2006), NASP Model for Comprehensive and Integrated School Psychological Services (2010), and APA Multicultural Guidelines (2003) are covered. Interdisciplinary Perspective—Contributing authors are from a wide range of related fields that include school psychology, special education, general education, early childhood education, educational psychology, clinical psychology, counseling, and mental health, thus exposing readers to theory and research from various approaches. Changes—New to this edition is a section focusing on systemic issues such as overrepresentation of culturally and linguistically diverse (CLD) students in special education, prejudice, response to intervention (RTI) for CLD students and English Language Learners (ELL), and end-of-chapter discussion questions. This book is ideal for graduate courses and seminars on multicultural school psychology. It is also a useful reference for researchers and practicing school psychologists and the libraries that serve them. |
| context reduced language task: Making Schools Work for Underachieving Minority Students Josie G. Bain, Joan L. Herman, 1990-06-27 Labeled A Nation at Risk, Americans are urgently seeking reform in their public school systems. While many promising programs are being developed, they have not yet been validated. The national conference Making Schools Work for Underachieving Minority Students shared the best of what is presently known and deliberated on the implications for research, policy, and practice. Sponsored by CRESST (Center for Research on Evaluation Standards and Student Testing), The National Urban League, and the National Council of LaRaza, the conference was financed by the U.S. Department of Education. Closely following the structure of the conference, this volume's contributors examine education's current status. They then investigate potentially promising approaches to specific problem areas. Contributors treat issues of evaluation and testing, and conclude by addressing the potential of collaborative efforts. Responding to a major challenge, community groups and organizations throughout the country are seeking answers to the problem of underachieving minority students. This volume builds on these shared interests and is a first step toward an intervention process. Topics covered include: creating effective instructional programs; reducing the dropout rate; preparing students for secondary and postsecondary success; helping limited English proficient students; and improving teacher quality. The volume's contributors hope to promote dialogue on promising practices, foster collaboration, identify critical R & D needs and collaborative arrangements, and identify testing and evaluation issues for subsequent inquiry. |
What is 'Context' on Android? - Stack Overflow
Aug 26, 2010 · The context allows multiple instances of the system to coexist in a single process, each with its own context. later in the comment section, you will find another comment by …
How to change the value of a Context with useContext?
Feb 18, 2019 · 1) Is the useContext hook strictly a means of consuming the context values? 2) Is there a recommended way, using React hooks, to update values from the child component, …
Understanding the Python with statement and context managers
Creating context managers is done by implementing __enter__() and __exit__() in a normal class. __enter__() tells what to do when a context manager starts and __exit__() when a context …
How to get bean using application context in spring boot
Dec 4, 2015 · @Component public class Example { @Autowired private ApplicationContext context; public MyService getMyServiceBean() { return context.getBean(MyService.class); } // …
How can I implement DbContext Connection String in .NET Core?
Mar 31, 2017 · 3) If using Entity Framework add a database context service (MyDbContext is the context class generated by EF). You also want to tell the built-in dependency injection how to …
How to fix database update PendingModelChangesWarning error
Dec 27, 2024 · EF Core generates migrations by comparing two models: The current model (your application's current state).; The model from the last migration.
How to set the context path of a web application in Tomcat 7.0
This ROOT.xml will override the default settings for the root context of the tomcat installation for that engine and host (Catalina and localhost). Enter the following to the ROOT.xml file; …
How to get Context in Jetpack Compose - Stack Overflow
@RakaAdiNugroho I found out that I used a wrong place for getting context: firstly I wrote val context = +ambient(ContextAmbient) inside Clickable and it was the reason …
javascript - Passing multiple value and setter pairs to Context ...
Sep 8, 2019 · Since the object (and arrays) in render are created every render, they lose the referential equality and hance any components connected to this context will need to refresh. …
java - What is the reason behind "non-static method cannot be ...
What the compiler is complaining about is that it cannot simply insert the standard "this." as it does within instance methods, because this code is within a static method; however, maybe …
What is 'Context' on Android? - Stack Overflow
Aug 26, 2010 · The context allows multiple instances of the system to coexist in a single process, each with its own context. later in the comment …
How to change the value of a Context with useContext?
Feb 18, 2019 · 1) Is the useContext hook strictly a means of consuming the context values? 2) Is there a recommended way, using React …
Understanding the Python with statement and context manag…
Creating context managers is done by implementing __enter__() and __exit__() in a normal class. __enter__() tells what to do when a context manager starts …
How to get bean using application context in spring …
Dec 4, 2015 · @Component public class Example { @Autowired private ApplicationContext context; public MyService getMyServiceBean() { …
How can I implement DbContext Connection String …
Mar 31, 2017 · 3) If using Entity Framework add a database context service (MyDbContext is the context class generated by EF). You also …
