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Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
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In: Languages; Volume 7; Issue 1; Pages: 65 (2022)
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МЕТОДЫ КОНТРОЛЯ ЗНАНИЙ ПО ИНСТРАННОМУ ЯЗЫКУ У СТУДЕНТОВ, ОБУЧАЮЩИХСЯ ПО МЕТОДИКЕ CLIL ... : METHODS OF FOREIGN LANGUAGE PERFORMANCE ASSESSMENT IN STUDENTS PARTICIPATING IN CLIL ...
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The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
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The Impact of input task characteristics on performance on an integrated listening-Into-writing EAP assessment
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Integration of Task-based Language Assessment into Young Learner Classrooms
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 403-422 (2019) (2019)
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Some evidence of the development of L2 reading-into-writing skills at three levels
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Developing rubrics to assess the reading-into-writing skills: a case study
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Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task
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In: Graduate Theses and Dissertations (2015)
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Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)
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In: Colombian Applied Linguistics Journal, Vol 16, Iss 2, Pp 151-160 (2014) (2014)
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| 10 |
Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum
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Abstract:
Ph.D. University of Hawaii at Manoa 2011. ; Includes bibliographical references. ; The purpose of this qualitative action research, case study was to understand literacy practices connected to popular culture of sixth grade students and to explore what happened when a teacher and students integrated students' popular culture interests into an English Language Arts curriculum. Sociocultural theories, constructivism, popular culture theories, and 21st Century literacy theories framed this study. This research represented a single-case action research study of two sixth grade classes. There were a total of 40 students participating in the study, ranging from ages 10 to 11. Data were collected from a variety of sources over an extended period of time in order to help create a complete picture of the impacts of popular culture integrated into language arts curriculum. These sources included: a researcher's journal, student questionnaires and interest surveys, focus group interviews, individual interviews, student work samples, and Hawaiʻi State Assessment data. Upon analysis, nine big ideas emerged from the data. The results showed there to be positive social-emotional classroom environment, one in which students felt empowered and demonstrated critical thinking in all aspects of the formal curriculum. In exploring students' popular culture interests and connections to schooling, there were some differences noted between gender and it was also observed that students faced influences from both parents and peers in their interests and pleasures in popular culture. Finally, the impact on me, the teacher researcher was a transformation of practice and subsequent empowerment.
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Keyword:
and 21st Century literacy theories framed this study. This research represented a single-case action research study of two sixth grade classes. There were a total of 40 students participating in the study; and Hawaiʻi State Assessment data. Upon analysis; case study was to understand literacy practices connected to popular culture of sixth grade students and to explore what happened when a teacher and students integrated students' popular culture interests into an English Language Arts curriculum. Sociocultural theories; constructivism; focus group interviews; individual interviews; nine big ideas emerged from the data. The results showed there to be positive social-emotional classroom environment; one in which students felt empowered and demonstrated critical thinking in all aspects of the formal curriculum. In exploring students' popular culture interests and connections to schooling; popular culture theories; ranging from ages 10 to 11. Data were collected from a variety of sources over an extended period of time in order to help create a complete picture of the impacts of popular culture integrated into language arts curriculum. These sources included: a researcher's journal; student questionnaires and interest surveys; student work samples; the impact on me; The purpose of this qualitative action research; the teacher researcher was a transformation of practice and subsequent empowerment; there were some differences noted between gender and it was also observed that students faced influences from both parents and peers in their interests and pleasures in popular culture. Finally
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URL: http://hdl.handle.net/10125/101493
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