6. Literacy and language instruction

Sherris, Ari; Pete, Tachini; Haynes, Erin

doi:10.1075/clscc.7.05she

Cited by 3 publications

(5 citation statements)

References 20 publications

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“…In addition, students will also be proficient in analyzing tasks related to the content being taught, such as creative mathematical calculations, experimental tasks in the laboratory, and historical investigations. Students can also develop problem-solving skills and collaborate through the use of appropriate academic languages (Arieh Sherris, 2008).…”

Section: Positivementioning

confidence: 99%

Students’ Perception toward the Integrated Content-Based Reading Instructional Material

Amin

Salija

Basri

2021

AJHSS

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This study aims at developing reading instructional material using content-based instruction (CBI) approaches for the students of Islamic Education Department in a private university in Kendari, Southeast Sulawesi province, Indonesia. This is a research and developmental research with ADDIE developmental model. This study involved the lecturers and students of Islamic Education Department. This paper presents the students’ perception toward the Integrated Content-Based Reading Instructional Material that had been designed. The result of this study found that the students of Islamic education department have a very positive perception toward the Integrated Content-Based Reading Instructional Material.

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Section: Positivementioning

confidence: 99%

Students’ Perception toward the Integrated Content-Based Reading Instructional Material

Amin

Salija

Basri

2021

AJHSS

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“…I explained these language objectives to students before reading. Language objectives are similar to content objectives teachers write on a daily basis, but a language objective describes the language skill the student needs in order to meet the content objective and participate in the lesson (Sherris, 2008). While planning and writing language objectives, teachers can really think about the lesson's language demand, and how to meet those needs.…”

Section: Strategies Implementedmentioning

confidence: 99%

“…The following literature explores differentiated instruction for below level ELL's. Some strategies to accomplish differentiation for ELLs include: building language rich environments, establishing language and content objectives, making connections relevant to the students' culture and background, and using the students' home language as a resource in the classroom (Boyd-Pastone, 2013;Cunningham & Crawford, 2016;de Oliveira, 2016;Haneda & Wells, 2012;Markos, 2016;Pang, 2013;Pereira & de Oliveira, 2015;Sherris, 2008). de Oliveira (2016) explains that understanding the student's background and culture allows teachers to build on the student's knowledge in ways that make the content explicit.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Paul Boyd-Batstone (2013) agrees with Markos and Himmel (2016) that a teacher's knowledge of the students' language proficiency is important in meeting their needs. According to Sherris (2008), it is essential for the teacher to create and deliver lessons that make content comprehensible, while assisting in language acquisition for ELL students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Strategies applied in this study included: 1) building on a student's background (both academic and personal), 2) using visuals, 3) using graphic organizers, and 4) creating language objectives that describe ways students will be able to meet content objectives (Boyd-Pastone, 2013;Cunningham & Crawford, 2016;de Oliveira, 2016;Haneda &Wells, 2012;Markos, 2016;Pang, 2013;Pereira & de Oliveira, 2015;Sherris, 2008).…”

Section: Strategies Implementedmentioning

confidence: 99%

See 2 more Smart Citations

Reaching Below Level ELL’s Reading Comprehension

Braunworth¹,

Franco²

2017

JPR

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‘The heart has caught me’

Bisilki¹,

Yakpo²

2021

Sociolinguistic Studies

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We provide a first documentation and analysis of anger metaphors in Likpakpaln, a little-studied Mabia (Gur) language, primarily spoken in Northern Ghana. We adopt Conceptual Metaphor Theory as the analytical framework for this study. The study of emotional body-part metaphors and their lexicalisation patterns in Likpakpaln is interlaced with nominal and clausal morphosyntax as well as grammatical relations. Anger is conceptualised in terms of li?uul ‘heart’ and we identify five types of clause structures in which anger expressions occur in Likpakpaln. Further, we make out four metaphorical conceptualisations. In an areally prominent conceptualisation that we term ANGER IS HUMAN-LIKE, li?uul ‘heart’ is anthropomorphised as a human-like agent who can ‘catch’, ‘hold’, ‘kill’, or ‘eat’ a person. Other metaphorical conceptualisations are ANGER IS HEAT, AN ANGRY PERSON IS A PRESSURISED CONTAINER, and THE BODY IS A CONTAINER FOR ANGER. All in all, metaphors of anger in Likpakpaln show cross-cultural correspondences and culture-specific construals, thus providing evidence for the cultural embodied prototype theory. The Likpakpaln data also reflects a departure from some general tendencies. For instance, the coding of positive and negative emotion concepts in Likpakpaln is nuanced by the use of particular synonyms of the heart rather than by the selection of different body parts.

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6. Literacy and language instruction

Cited by 3 publications

References 20 publications

Students’ Perception toward the Integrated Content-Based Reading Instructional Material

Students’ Perception toward the Integrated Content-Based Reading Instructional Material

Reaching Below Level ELL’s Reading Comprehension

‘The heart has caught me’

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