Teaching Emergent Bilinguals: How In-service Teachers’ Perception of First Language Acquisition Theories Inform Practice

Dwomoh, Razak; Oudghiri, Stephanie; Chhikara, Alankrita; Zhou, Lili; Bell, Troy

doi:10.46303/repam.2023.4

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…Reading helps the student develop both speaking and writing language skills. Reading and writing involve modes of communication that lead the student to critical thinking (Dwomoh et al, 2023;Johnson & Sdunzik, 2023). Grammatical knowledge is important for the language formation of the pupil, but without practice, it remains only in the framework of a theoretical formation.…”

Section: Linguistic Theory and Practice Through Interactivitymentioning

confidence: 99%

The Application of Contemporary Methods According to the Curriculum for the Course of the Albanian Language in Primary Education

Xhemajli,

Mehmeti

2024

JCSR

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The curriculum field "Languages and communication" for primary education enables students to develop simple skills, such as: the difference between literary and non-literary texts, the recognition of the basic language system forms (phonetics, morphology, syntax), the development of expression skills through different linguistic means.This curricular area in primary education, based on the Curricular Framework, contains the following courses: mother tongue, first foreign language (English language, German language). This field also prepares students for functional, clear and substantive communication. Given the importance of using modern teaching methods, we intend to treat this research paper from the point of view of the application of contemporary methods in the Albanian language course, which we consider necessary for the identification of activities that influence the implementation of the curriculum in the course of the Albanian language. In order to carry out the research, we use the qualitative and quantitative method, preparing a questionnaire for the teachers of the Albanian language at the level of primary and lower secondary education, more precisely of grades VI-IX, in the Municipality of Gjilan, Vitia, Kamenica and Ferizaj. We also do a partial observation during the lessons wiin the Albanian Language course. From the findings of the research, we consider that contemporary methods are applied in the teaching of the Albanian language subject in primary education.

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Section: Linguistic Theory and Practice Through Interactivitymentioning

confidence: 99%

The Application of Contemporary Methods According to the Curriculum for the Course of the Albanian Language in Primary Education

Xhemajli,

Mehmeti

2024

JCSR

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“…A similar position is held by Guemide and Benachaiba (2012), who hold that technology plays an indisputable role in offering face-to-face teaching of language while solving old problems by proffering new ways for educating language students, suggesting that using technology as a tool for language teaching can avert language loss, probably because technology can store language resources. Doing so can transmit these resources from one generation to another (Dwomoh et al, 2023;Johnson & Sdunzik, 2023).…”

Section: Introductionmentioning

confidence: 99%

Sustainable Lessons Learnt from the Attitudes of Language Instructors toward Computer-Assisted Language Teaching

Adedokun,

Zulu,

Awung

et al. 2023

RESSAT

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Technology has significantly influenced the educational field, including language teaching. However, some language instructors hold negative attitudes toward technology, particularly computer-assisted language teaching (CALT), which may affect the advancement of language teaching. This study examines the attitudes of language instructors toward CALT in some South African public universities and identifies sustainable lessons that could promote the use of CALT. The study employed a quantitative research approach using content analysis and surveys to comprehensively investigate language instructors’ attitudes toward CALT. Surveys provided the required information about the attitudes of language instructors toward CALT, and content analysis and descriptive statistics were used to analyze the data and identify sustainable lessons from the attitudes of the language instructors toward CALT. Descriptive statistics were used to summarize the survey results. The analysis revealed that some language instructors have negative attitudes toward CALT, suggesting that institutions require a fundamental approach to advance the use of CALT. Sustainable lessons learned from the attitudes of language instructors toward CALT are identified, and recommendations are made about how to implement effective CALT on a personal and institutional basis. This study highlights the importance of a positive attitude toward CALT and developing a fundamental approach to using CALT in language teaching. The sustainable lessons learned from this study could inform and advance language teaching practices that employ CALT, inform future research, and promote effective language teaching practices that use CALT.

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Closing the Emergent Bilingual Achievement Gaps: A South Texas Culturally Responsive School Principals’ Data-Driven Decision-Making and Instructional Interventions

Viloria,

Gallardo,

Lozano

et al. 2024

Journal of Cases in Educational Leadership

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This study focuses on the culturally responsive leadership practices of a South Texas school principal. Texas ranks second out of 10 states with the highest emergent bilingual enrollment. Culturally responsive leadership integrates a dynamic view of the socio-political and cultural contexts in a school setting. As the student population becomes increasingly heterogeneous in Texas classrooms, scholars highlight disparities in academic outcomes across various racial, ethnic, and language groups and argue that paradigmatic shifts are needed to effectively serve minoritized students’ unique educational needs. Accordingly, there is an urgency for principals to be culturally responsive instructional leaders who promote and implement the academic mission of the school via the creation of culturally responsive sustainable instructional practices.

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Teaching Emergent Bilinguals: How In-service Teachers’ Perception of First Language Acquisition Theories Inform Practice

Cited by 3 publications

References 12 publications

The Application of Contemporary Methods According to the Curriculum for the Course of the Albanian Language in Primary Education

The Application of Contemporary Methods According to the Curriculum for the Course of the Albanian Language in Primary Education

Sustainable Lessons Learnt from the Attitudes of Language Instructors toward Computer-Assisted Language Teaching

Closing the Emergent Bilingual Achievement Gaps: A South Texas Culturally Responsive School Principals’ Data-Driven Decision-Making and Instructional Interventions

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