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Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ...
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| 22 |
Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process
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In: Languages ; Volume 6 ; Issue 4 (2021)
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Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
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In: Doctoral Dissertations and Projects (2021)
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Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“
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SOUNDS OF EMERGENCE: THE PEDAGOGY OF LANGUAGE AND LITERACY CON-CEPTS AND STRATEGIES IN AN EARLY LEARNING PROGRAM
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In: Middle and Secondary Education Dissertations (2021)
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Abstract:
The purpose of this research study was to examine language and literacy (L&L) concepts and strategies in a state-funded, early learning program. Within this context, the study focused on the pedagogy of early learning educators (ELEs) regarding phonological awareness (PhAw) and phonics as L&L concepts and the integration of performance arts (i.e., music, dance, lyricism, and theater) as L&L strategies. In addition, ELEs’ motivations to teach and students’ engagement in L&L lessons were also of interest in this study. Regarding methodology, the study utilized content and thematic analyses within a qualitative design and four different data sources were collected: ELE interviews (primary), The Creative Curriculum – Literacy (Heroman & Jones, 2010) used by the early learning program, ELE lesson plans, and state early learning standards. Much of the research literature supports phonological awareness, phonics, and performance arts in L&L instruction. However, this study focused on the ELEs’ experiences with and impressions of L&L concepts and strategies along with their motivations to teach and their students’ engagement with L&L content and strategies. The aim of this study was to find if there was a bridge between L&L theories and L&L practices; that is to say, were the notions of L&L theorists and researchers operationalized by L&L practitioners (i.e., ELEs)? From content and thematic analyses, seven themes were found, which included: the PhAw, phonics, and rhyme as important pedagogical content; the power of using student names; confusing and unsurety regarding language and literacy concepts; the need for more phonics and/or PhAw training for teachers; performing arts (music, dance, lyricism, and theater) as pedagogical strategies; multimodal, comprehensive literacy experience; multi-causal catalyzation of teacher motivation. I found that while there is room for improvement regarding the participant ELEs’ understanding and implementation of L&L concepts and strategies, they were in fact utilizing a substantial amount of theoretically proven L&L practices. In addition, the ELEs were highly motivated to teach L&L principles and their students were equally engaged in their L&L lessons. There were a few implications that resulted from the study. First, rich L&L training programs and resources should be encouraged and implemented, particularly in the areas of the PhAw, phonics, and performing arts. Second, richer pedagogical provisions in the form of resources should be offered to early learning educators regarding the PhAw, phonics, performing arts. The study concluded that a balance should be struck between two assumed dichotomous notions in relation to L&L: theory and practice as well as art and science. In addition, the value of fun and excitement in early learning pedagogy cannot have been overstated and must be fostered.
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Keyword:
Early Learning; Language and Literacy; Literacy Development; Performing Arts; Phonics (Continuum); Phonological Awareness (Continuum)
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URL: https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1121&context=mse_diss
https://scholarworks.gsu.edu/mse_diss/113
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| 26 |
Improving Reading Comprehension in Arabic English Language Learners
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In: Culminating Experience Projects (2021)
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| 27 |
Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers
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In: Culminating Experience Projects (2021)
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| 28 |
Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness ...
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| 29 |
Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness
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In: Studi di glottodidattica; V. 6, N. 1 (2021); 34 - 46 ; 1970-1861 (2021)
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| 30 |
Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs
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| 32 |
Content edulcoration as ideology visualization in an English language coursebook
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In: Praxema (2021)
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| 33 |
Effect of Bilingualism on Metalinguistic Awareness: A Meta-Analysis
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
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| 34 |
Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
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In: Doctoral Dissertations (2021)
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| 35 |
Hoe universeel zijn receptieve meertaligheidsstrategieën?
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In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
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| 36 |
case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 435-457 (2021) (2021)
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| 37 |
The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 24-44 (2021) (2021)
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| 38 |
Teaching languages in multicultural surroundings: New tendencies
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In: Russian Journal of Linguistics, Vol 25, Iss 2, Pp 546-568 (2021) (2021)
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| 39 |
UNINTELLIGIBLE SPEECH: LISTENERS' AWARENESS TO INDONESIAN-ACCENTED SPEECH WITH PRONUNCIATION ERRORS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 242-253 (2021) (2021)
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| 40 |
Estudio comparativo de habilidades lingüísticas y lectoras entre un grupo de niños con trastorno específico del lenguaje y un grupo de niños con dislexia
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 53, 2021, pags. 154-175 (2021)
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