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Examining the morphological decomposition of complex words in native and non-native speakers of English
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| 25 |
Within and Beyond Stereotypes of Arab Women: A Corpus-based Approach to Jordanian Women’s Portrayal in English Digital News
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In: Journal of International Women's Studies (2022)
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| 26 |
The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate
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| 27 |
Positive Experiences, Dreams, and Expectations of International Master’s Students at a Southern Ontario University: An Appreciative Inquiry
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| 28 |
The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English
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| 29 |
A Scoping Review of Teaching Practices for Linguistically Diverse Students in Ontario
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Abstract:
This study explores the challenges faced by linguistically diverse students and teachers in Ontario, Canada. Current research suggests that it takes 5 to 10 years for English Language Learners (ELLs) to reach the language proficiency of their native English-speaking peers (Goodman & Fine, 2018). During this time, ELLs face many challenges including language loss, difficulties in developing a sense of belonging and inclusion in the school community, and difficulties in negotiating their identity. Likewise, educators face challenges when attempting to tailor assessment and instruction for ELLs. Some of these challenges are present based on educators’ background on literacy development and their understanding of language loss, the need to better understand students’ funds of knowledge to support their sense of belonging, lack of teacher education in ELL instruction to assist students in their identity negotiations and formation, and lack of time and resources to prepare and deliver inclusive instruction. A scoping review was conducted to answer the following research questions: (a) What are the experiences and challenges faced by ELLs and classroom teachers? (b) What high-yield pedagogical approaches can teachers use to support ELLs’ inclusive learning needs? (c) What are the implications for the educational and research community of employing such high-yield pedagogical approaches for teaching ELLs? This review provides specific pedagogical approaches for educators to use within their practice to support ELLs, as well as findings and implications for both the research and educational community. Findings from this review indicate that improvements to teacher education programs are needed to develop teachers’ understanding of ELLs, as well as a close examination of existing policy documents and ways in which they can be updated to reflect Ontario’s growing ELL population.
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Keyword:
English Language Learners (ELL); Identity Negotiations; Language Loss; Linguistically Diverse Students; Scoping Review
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URL: http://hdl.handle.net/10464/15672
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| 33 |
Historical and Trend Analysis of the Winners of the Academy Awards' (Oscars) Best Foreign Language Film
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Lim, Jonah. - : Auckland University of Technology, 2022
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| 34 |
LEXICAL RESTRICTIONS ON GRAMMATICAL RELATIONS IN VOICE CONSTRUCTIONS (NORTHERN AMIS) ; Linguistique et typologie
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In: ISSN: 2196-7148 ; STUF - Language Typology and Universals ; https://halshs.archives-ouvertes.fr/halshs-03483275 ; STUF - Language Typology and Universals , De Gruyter, In press (2022)
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| 35 |
What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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| 36 |
Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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| 37 |
Les pronoms de l'anglais ; Les pronoms de l'anglais: approche diachronique
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In: ISSN: 1638-5748 ; EISSN: 1638-573X ; CORELA - COgnition, REprésentation, LAngage ; https://hal.univ-lorraine.fr/hal-03533372 ; CORELA - COgnition, REprésentation, LAngage, CERLICO-Cercle Linguistique du Centre et de l'Ouest (France), 2022, Anaphore et pronoms en anglais : convergences, différences et complémentarité de quelques approches linguistiques, ⟨10.4000/corela.14224⟩ (2022)
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| 38 |
Vocal size exaggeration may have contributed to the origins of vocalic complexity
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In: ISSN: 0962-8436 ; EISSN: 1471-2970 ; Philosophical Transactions of the Royal Society B: Biological Sciences ; https://hal.archives-ouvertes.fr/hal-03501105 ; Philosophical Transactions of the Royal Society B: Biological Sciences, Royal Society, The, 2022, 377 (1841), ⟨10.1098/rstb.2020.0401⟩ (2022)
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| 39 |
Voice matters. The vocal creation and manipulation of ritual temporalities
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In: Materializing Temporalities ; https://hal.archives-ouvertes.fr/hal-03508182 ; JOYCE Rosemary; JOHNSON Lisa. Materializing Temporalities, University of Colorado Press, In press (2022)
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| 40 |
Evaluation of Speaker Anonymization on Emotional Speech ; Analyse de l'anonymisation du locuteur sur de la parole émotionnelle
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In: JEP2022 - Journées d'Études sur la Parole ; https://hal.archives-ouvertes.fr/hal-03636737 ; JEP2022 - Journées d'Études sur la Parole, Jun 2022, Île de Noirmoutier, France (2022)
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