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Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
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In: Early Childhood Research Quarterly ; 49 ; 269-281 (2021)
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| 22 |
The Poetry Café: An On-line Writing Workshop for Refugee and Newcomer Youth
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 23 |
Linguistic and Cultural Diversity: Examining Support for English Language Learners in Canada through Multiliteracies and Sociocultural Theories for Teaching and Learning
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In: Electronic Theses and Dissertations (2021)
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| 24 |
Impact of Instructional Technology on Student Motivation and Vocabulary Knowledge
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| 25 |
English as a Medium of Instruction in English-as-a-Foreign-Language Primary Schools in Vietnam: Policies and Implementation
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| 26 |
Achieving Efficient Teacher Talk: A Reflective Analysis of Teacher-student Class Communication
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 27 |
Examining the Total Physical Response Storytelling Method and Traditional Grammar-Based Instruction to Identify Overall Effectiveness Relating to Vocabulary Recall ...
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| 28 |
Investigating the Ontario FSL High School Curriculum: An Exploratory Case Study of Non-Native French-Speaking Teachers’ Cultural Practices ...
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| 29 |
Examining the Impact of Acquiring the ESL Endorsement on Teacher Knowledge, Dispositions, and English Language Learner Performance on a Standardized Mathematics Test
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In: Dissertations (2020)
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| 30 |
Weekend Spanish Immersion Camp: a Non-Traditional Teaching World Language to Middle School American Students
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In: Dissertations and Theses (2020)
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Abstract:
The nature of today's global economy demands that students demonstrate high levels of proficiency in foreign languages. To meet global demand, most countries around the world are including comprehensive world language instruction in their educational systems beginning at an early age. The increasingly multi-lingual nature of culture within and beyond the Unites States. is escalating the importance of immersing students in world languages as early as possible to ensure a high level of written and oral foreign language skill proficiency by the time students graduate from high school. However, most American students do not have the opportunity to study a world language before middle school and often not until they are in high school. Thus, most students graduating from public schools in the Unites States lack the same level of foreign language proficiency found in similar countries such as Canada to the north. A key controversial issue in the field of world language education in the United States is related to appropriate timing and intensity of students' exposure to learning a foreign language. The approach to world language instruction currently provided in the public middle schools in the United States is not enough to become proficient in two basic foreign language skills; speaking and understanding. Supplemental immersion experiences have been found to enhance proficiency levels, however there is little student-centered research that describes students' perspective on the value of camp activities. Therefore, I conducted a qualitative participatory observer action research study focused on a four-weekend Spanish immersion camp involving a group of middle school students in their second year of world language instruction to elicit and describe how, if at all, campers perceive that camp experiences contributed to the retention and development of their Spanish language skills. This study found that the immersion experience significantly improved students' language. Students appreciated the practical nature of the camp that required the use and development of conversational Spanish skills as a vehicle to increase their world language communicative skills. Each activity provided throughout the Weekend Spanish Immersion Camp was planned to entertain students while directly supporting language usage. The practical nature of the camp's structure reinforced the importance of what they were learning because they saw for themselves how their new found knowledge could be used both within and outside the classroom setting.
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Keyword:
Curriculum and Instruction; Education; First and Second Language Acquisition; Immersion method (Language teaching); Language and languages -- Study and teaching; Language camps; Middle school students -- Attitudes; Spanish language -- Study and teaching -- Immersion method -- Case studies
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URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=6549&context=open_access_etds
https://pdxscholar.library.pdx.edu/open_access_etds/5476
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| 31 |
The effect of genre-based instruction on academic speech ...
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| 32 |
Second language comprehensibility as a dynamic construct
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In: World Languages and Cultures Publications (2020)
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| 33 |
Khmer Phonetics & Phonology: Theoretical Implications for ESL Instruction
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In: Senior Honors Theses (2020)
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| 34 |
Un Nuevo Acercamiento a la Enseñanza del Español como Segunda Lengua: El Modelo Neurocognitivo ; A New Approach to Teaching Spanish as a Second Language: The Neurocognitive Model
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| 35 |
Pros and Cons of Deductive and Inductive Grammar Teaching in Adults
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| 36 |
Breaking silence: The voices of Syrian refugee children in the Canadian classroom
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In: Journal of Global Education and Research (2020)
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| 37 |
A proposed literature-based syllabus for EAP writing
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In: Journal of Global Education and Research (2020)
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| 38 |
De la enseñanza presencial al mobile learning: las percepciones de los profesores de E/L2 con alumnos migrantes adultos
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| 39 |
Telehealth, Tele-Happy Hours, Tele-Everything
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In: At This Moment Webinar Series (2020)
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| 40 |
Restructuring a Beginner Language Program: A Quantitative Analysis of Face-to-Face Versus Flipped-Blended Spanish Instruction
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In: Faculty Publications (2020)
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