PDF superior English Language Learning Agency Performance of Second Graders in a Public School

English Language Learning Agency Performance of Second Graders in a Public School

English Language Learning Agency Performance of Second Graders in a Public School

to make it part of one’s life. It is important to highlight that agency is not related to free will. The students might underestimate the class and do something that is not related to the class at all. As it was seen, some students felt afraid of using English, some students were limited to use Spanish and not English, while some others did work in class and used their agency in the English language. It is also necessary to add that these students belong to a low socioeconomic status and it made this research a little bit difficult as there was not enough material to work with. Regarding the low level of both students and teachers in Colombia (Universia Colombia, 2015) it is a reality which was faced along this research. As mentioned, the students presented low level of handwriting, orthography, dyslexia and coherence in Spanish. For sure, this issue made the writing in English difficult and it was one an important aspect in this study (stories creation).
Mostrar más

101 Lee mas

Attitudes of mexican american students towards learning english as a second language in a
structured immersion program

Attitudes of mexican american students towards learning english as a second language in a structured immersion program

The turning point of this story takes place in California in the early 1990s, with Pro- positions 187, 209 and especially 227, which limited the use of Spanish in schools and made the acquisition of English a matter of survival, leading the Latino community to an unprecedented educational crisis in their recent history. Proposition 227, arguably the most restrictive of all, was approved in 1998 in a direct attempt to dismantle bilingual education and the put obstacles to educational equality for Mexican-American students. Proposition 227, also known as English for the Children Initiative, was passed by the voters in the June 3, 1998 election by 56.4% in Los Angeles County and 61% throughout the State. This law established that of all public school children in California be instructed almost entirely in the English Language with the provision that parents/guardian could utilize waivers to re- linquish this right if they so chose. This proposition is now formalized as part of the State of California’s Education Code, Sections 300-340. This proposal represents one of the great ironies in the educational history of Mexican Americans: the adoption of this law against bilingualism occurred in 1998, that is, 150 years since the Treaty of Guadalupe Hidalgo, which agreed to protect civil and language rights -including Mexican Americans living in the new territory (Rendón, 1971). The sponsor of this proposal was the billionaire Ron Unz, the son of immigrants from Eastern Europe and who based his entire opinion of how he learned English without the help of bilingual education (Crawford, 2000). His initiative was only one of the many moves orchestrated in favor of English as the dominant and official language of the United States, and a clear attempt to equate speaking it well with being a good American (Lee, 2006).
Mostrar más

17 Lee mas

The influence of large classes in the English language Teaching-learning process in Ecuadorian public high school, estudio realizado en el colegío fiscal ¨Francisco Campos Coello¨, canton Guayaquil, provincia del Guayas, en el año lectivo 2013 2014

The influence of large classes in the English language Teaching-learning process in Ecuadorian public high school, estudio realizado en el colegío fiscal ¨Francisco Campos Coello¨, canton Guayaquil, provincia del Guayas, en el año lectivo 2013 2014

Thalher, M. (2005), researched to determine what effects (instructional, psychological or social) large classes have on students by investigating and analysing EFL students toward large classes. The findings of this study indicate that large classes affect students educational practices and performance. Large classes are considered a double-edged sword. Students believed that in large classes there is a sense of competition and a friendly relationship among students, but on the other hand, there was a lack of concentration and attention because they felt neglected. It is important to point out that the instructional effects have the highest mean over the social and the psychological effect on EFL students, teachers should take into consideration social and psychological effects since these affects are interrelated.
Mostrar más

58 Lee mas

The implementation of portfolios for assessing the english language process in second grade students from a public school in Pereira

The implementation of portfolios for assessing the english language process in second grade students from a public school in Pereira

Opposed to the previous approach, Berry (2008) considers that assessment for learning is the best option to grow into good teaching and learning given the fact that it provides more opportunities to reflect on the language learning process. This is an interactive approach and “it happens in the middle of learning, rather than at the end (p.47)”. In other words, assessment for learning permits the students’ continuous appraisal of their activities and performance; therefore, students have the opportunity to reflect on what they have produced. This approach is commonly identified with formative assessment. Berry (2008) highlights that the implementation of assessment for learning provides an interactional approach in which students are aware of their learning process and provide teachers the evidences they need to prove learners real learning.
Mostrar más

63 Lee mas

Accuracy work through language spoken games in fifth graders from a public school

Accuracy work through language spoken games in fifth graders from a public school

One of the positive aspects that implementing games has, is the fact that students are excited about what is going to be the game of the day. Before start the game, students start to interact orally as they start to make questions in order to perform well the activity. Most of the games and activities are develop in groups due to that improve confidence, they feel more comfortable when they talk with their friend that with the teacher. It is demonstrated when they talk and use English, the participation is better. When is required they call me to ask me something about the exercise/ game or activity. At the same time as they feel comfortable, all the students are enthusiastic to participate it could be by telling the answer to their partners or answering, it means that at the end of each activity all the students and engage them to participate. For example in one game which was divided in to two groups, each of them has a leader, those were selected by me and were those who does not like to participate, each of them had to answer a question about daily routine and present simple, if they do not know they received their partners’ help. On the other hand it is demonstrated that when they develop each game they are learning and increasing their vocabulary unconsciously. When they need to response a question, they remember or find out in their notebooks, dictionary or ask to their partner words or prhases.
Mostrar más

73 Lee mas

How does the use of translanguaging influence the language performance among seventh graders from a public Dosquebradas school?

How does the use of translanguaging influence the language performance among seventh graders from a public Dosquebradas school?

To begin with, it is essential to mention specific characteristics that are the basis of teaching through a translanguaging pedagogy. Based on García, Ibarra and Seltzer (2017), the first component is current translanguaging, which is the natural way in which bilinguals use their linguistic resources to communicate in real scenarios, which makes this process integrating, dynamic and continuous in terms of languaging. That is why, the second component is the Dynamic Translanguaging Progressions which emphasizes on the movement from the concept of linguistic proficiency to linguistic performance, which can be divided in general linguistic performance and language specific performance. Finally, the third component is translanguaging Stance, Design and Shifts, these three stands involve not only instructions, but also assessment. The stance refers to the ideology of translanguaging pedagogy; on the other hand, the design and shifts are practical aspects of implementing translanguaging for teaching purposes. In fact, Translanguaging Stance, Design and Shifts are the underlying support of the translanguaging pedagogy, that is why the instructional design and the implementation of this project will be based on the Instructional Design Cycle proposed by García et al. (2017) .
Mostrar más

61 Lee mas

Music embedded in english lessons: a case study with a group of 3rd graders in a public school

Music embedded in english lessons: a case study with a group of 3rd graders in a public school

(1996) says that the idea to accept differences is for those who break limitless barriers in understanding different cultures by personal perspectives. Likewise, Cruz (2007) explains that is required to incorporate aspects of English culture into the English class to obtain different perspectives from the students among their first and second culture; whereby, the students acquire a positive change of attitude towards the English class. Similar results were obtained in the current study that evidenced good attitudes in the lessons when implementing a cultural component. As a result, this research found useful the idea to incorporate music as an English cultural aspect (MECA) into the lessons no matter if this project did not conduct a deeper, complex and thick exploration of the English cultural content, but optimal result to demonstrate one way to engage learners in the English lesson; task that will depend on future researches to have a plenty and unified study of MECA in the English class to elicit interest in the lesson and possible perspectives by the students among their C1 and C2 analyzing considerable effects to enhance the learning process.
Mostrar más

68 Lee mas

Reactions and learning impact of visual material on 6th graders in a public school: A classroom reflective approach

Reactions and learning impact of visual material on 6th graders in a public school: A classroom reflective approach

The purpose of this research was to describe the outcomes that visual materials produced on 6 th graders in a public primary school. Visual materials are a high-quality tool to teach English to children. Teachers can use them as a guide, taking into account the way they can design, adapt and exploit visual materials. This research was based on classroom observations to collect the data. The first step of this research was to observe five classes. The observer wrote the students‟ reactions and learning impact when the teacher used visual material. The second step was to collect the classroom observations, commented and added details on what we did not take into account when we were doing our correspondent duties. The final step was to make a reflection on how the teacher and the observer used the experience of using visual material; this to improve our teaching practice. This research provided valuable information regarding the students‟ reactions and learning impact. We noticed that children‟s reactions differ from other students when the material were presented, based on the results some children responded in different ways towards what the teacher used during the class. Learning impact played a very important role in this research because visual material made quite an impact on students. Visual materials are an important tool to teach English with children who have a first contact with English because it facilitates students‟ leaning and the class was more attractive and interesting to catch students‟ attention.
Mostrar más

78 Lee mas

:Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

:Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

Perhaps, this particular point is of essence in Ecuadorian public high schools today, mainly because of the number of students that a public school teacher has to handle on a daily basis, which does not allow him or her to pay much individual attention to one particular student, even if they have all the good intention to do it, there is simply not enough time, which is 40 minutes or 45 in the best cases. It was observed that when teachers wished to review materials, such as quizzes, homework, or simply run an indiviual performance quiz, they did it in two class periods, in other words in 80 minutes. For this reason, they preferred group activities to teach their lesssons.
Mostrar más

117 Lee mas

The social context, communicative language teaching and English language learning in fourth grade students of secondary level at 142 school in San Juan de Lurigancho, 2017

The social context, communicative language teaching and English language learning in fourth grade students of secondary level at 142 school in San Juan de Lurigancho, 2017

This problem of poor performance may also, we are told, be caused by the fact that the learners ‘have been trained to read classroom texts in such a different way from “real-life” texts that they are unable to regard them as pieces of communication’. But how can this be? If they know the language, why can´t they automatically apply this knowledge? And what, anyway, does it mean to say that learners treat texts in a ‘different way´? How then is this distinct from regarding them as ´pieces of communication´ these questions can be clarified by reference to the concepts of cohesion and coherence and strategies of prediction and negation, (…). We are told that the inability of learners to regard texts as pieces of communication is the result of poor methodology and that ‘the solution involves changing what happens in the classroom, not what happens in the student´. What exactly is it that might lead us to assess one methodology as poor, another good? What sort of change in the classroom is called for? And anyway what is the point, we might ask, of changing what happens in the classroom unless it brings about changes in the student? (p. 7) Swan (1985) replied the idea above suggesting that:
Mostrar más

232 Lee mas

A website for developing students´oral skills in english for academic purposes

A website for developing students´oral skills in english for academic purposes

En la sociedad moderna los profesionales requieren tener sólidas habilidades orales para acceder al mercado laboral y establecer una comunicación efectiva. El dominio del Inglés con Fines Académicos es probablemente una de las formas más seguras de triunfar en el ámbito socioeconómico en la sociedad actual. Este provee a los profesionales la empleabilidad así como la oportunidad de diseminar los reultados cientificos en todo el mundo aplicandolo a diferentes campos del conocimiento. Sin embargo, en la carrera Lengua Inglesa con segunda lengua extranjera: Francés en la Universidad Central Marta Abreu de Las Villas, no existen suficientes materiales didácticos para desarrollar estas habilidades de la asignatura English Language II, dedicada al estudio de Inglés con Fines Académicos, que han sido evidenciadas a través de un análisis exhaustivo de los contenidos de la asignatura y de la aplicación de encuestas a alumnos y profesores. En respuesta a este problema, se propone la creación de un sitio web para sistematizar los contenidos que se tratan en la asignatura, aprovechando las ventajas de las TICs para desarrollar las habilidades académicas de comunicación oral.
Mostrar más

24 Lee mas

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

teaching and large classes. An advantage of one-to-one teaching is that it allows the teacher to focus on one person and the student has the opportunity to take advantage of this personalized teaching. Like a disadvantage, this type of teaching can become boring and tired because the dynamic of a large class is missing. On the other hand, large classes present good challenges because if it is true that giving personal attention to each student is more difficult, at the same time, a larger number of students allows better interaction and there would not be boredom. However, the real success of the classroom does not depend of its size; otherwise, it depends on the ability of the teacher to manage this challenge and to avoid a disaster (Harmer 2007, p. 122-127).
Mostrar más

86 Lee mas

Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

Other reason that can be taken into account is that teachers do not have creativity or willingness to arrange seats in a different way. However, according to Gower, Phillips & Walters (2005) there are many ways to organize seats depending on activities. It is necessary to say that the majority used just whole group activities without practicing pair and group work which are considered as an opportunity for students to communicate with each other (Lewis & Hill 1985). Gower, Phillips & Walters (2005) showed a variety of ways to organize classroom including whole group activities, as showed in annex 8 some of them; and its advantages had already being explained in the previous page. These ways can be used by teachers working with this type of activity to create a different enjoyable environment for learning. According to Sari Ç oban (2006), seating arrangement is an important physical factor
Mostrar más

128 Lee mas

The influence of family in second language learning

The influence of family in second language learning

This study provides a better understanding of the different influences students receive and appropriate when making decisions towards learning. Part of students’ understanding about what impulses them to study any discipline, or in this case learning a second language is their inner motivation, created by their will to learn. However, after a deeper dialogue with students, one may notice that their families’ conceptions about learning a second language become something crucial which does not make them be compelled to take any decision but still makes students take into consideration their families’ perceptions as part of their decision-making process to learn a language. This implies that, what families tell their daughters becomes something students will consider when deciding about their life projects, and here lies the essence of this research project: Finding the dimension and extent of the power of families’ conceptions gives us a better insight on how the construction of knowledge and identity takes place from the first stages of socialization to the latter, and how the family in this context still maintains its dominant role in the individual’s self constructions.
Mostrar más

81 Lee mas

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

infrastructure. As a result of this study, it was identified that many teachers only use textbooks, dictionaries, workbooks and posters to teach English. Moreover, many schools have dilapidated buildings and these are used for classroom activities. Finally, the authors conclude that many schools have no adequate staff rooms and offices, and there are not enough supplementary materials to improve the teaching and learning process. During this study the authors did not find any limitations. Another important study was conducted by Subedi (2003) which had as purposes to identify how the interaction between instructional resources and class size is, which is the availability of the resources in every school observed, and how the class size affects the achievement of the students. As a result of this study, it was determined that the class size has influence in the achievement of the students; the effect was very negative because teachers need more materials and resources in large classes, and they have no available enough materials in the schools. As
Mostrar más

76 Lee mas

The development of spelling skills in English language in fifth graders

The development of spelling skills in English language in fifth graders

English spelling was first developed in the 7th century, but it has changed greatly since then. This process of change comes after the Norman Conquest in 1066 when Norman French became the official language of England. During the next three centuries only few continued to write English, mostly monks. Later, when England began to re- establish its own identity around 1350, after many wars with France and a succession of deadly plagues, the English language had become very different from the Anglo -Saxon of pre-Norman times, and English writing had to be rediscovered too. Early modern English writers, like Geoffrey Chaucer and William Tyndale, who translated the Bible into modern English in 1525, tried to give English a consistent spelling system, but their efforts were much undermined. People continued to use many of t he French spellings they had become used to. Some of their mistakes later became the norm and remain so to this day, e.g. 'double, couple, route, sure, centre, table'. From then, religion, politics, and economy were the main excuses for such changes; subsequently early writing teaching was carried out in monasteries to ensure the “conversion” to God, but all that it achieved was a chaos in English spelling.
Mostrar más

75 Lee mas

Enhancing english language performance through the use of learning strategies

Enhancing english language performance through the use of learning strategies

IBO is important to these schools, since all of them (except Torreon) have obtained the accreditation to apply IBO’s Primary Years Program (PYP). Campus Veracruz has been the last school to obtain this distinction in 2011. We now belong to a community of more than 3,000 schools in more than 140 countries which share the IBO’s ideals. Regarding the curriculum, IBO’s has defined standards about what children must learn during their elementary education and how they must do it. They have conceived a fixed curriculum, which relies on the idea of an international education, forming students to be ready to compete with students from any other country. According to their web page, IBO encourages “…a positive attitude to learning by encouraging students to ask challenging questions, to reflect critically, to develop research skills, and to learn how to learn.” (International Baccalaureate Organization, n.d.)
Mostrar más

80 Lee mas

Integration of the Pedagogical Models “Simulation” and “Flipped Classroom” in Teacher Instruction

Integration of the Pedagogical Models “Simulation” and “Flipped Classroom” in Teacher Instruction

Today’s demands for highly qualified and versatile teachers in Europe, in accordance with the Bologna Declaration (1999), calls for the development of curriculum design inspired by social-constructivist principles because learners are expected not only to acquire specific knowledge but also to develop generic competences that will enable them to “face the challenges of the new millennium, together with an awareness of shared values and belonging to a common social and cultural space.” (Bologna Declaration, 1999, p. 1) This context justifies the need for a methodological change in teaching practices as stated in the founding of the European Higher Education Area (EHEA). Learning by doing becomes the cornerstone of learning experience that was advocated by Dewey (1938) and the responsibility of teacher training for secondary education to provide the necessary practice and innovation in teaching methods. Teachers need to be trained to become more resourceful professionals, using active teaching and learning methodologies in general and simula- tions in particular. Despite its relatively short tradition, simu- lation has taken root as a teaching and learning strategy within the foreign language classroom in line with this change of paradigm in education. Simulation has been defined as “the artificial representation of a real-world pro- cess to achieve educational goals via experimental learning” (Flanagan & Nestel, 2004 in Al-Elq, 2010). Simulations
Mostrar más

8 Lee mas

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Feedback about the task is more effective when it clarifies misconceptions rather than adding more information about the assignment but the disadvantage is that it is only used in one task at a time. Feedback about the processing of the task guide students to do the activity; it is necessary that students assume roles to complete the given assignment. In Feedback about self-regulation, students are responsible for their own learning. Main problem is that this type of feedback is effective with learners that demonstrate and internal disposition to require more information in order to complete the task. Finally, feedback about the person shows several disadvantages because, as the author explains, it is not focused on the learning process. In addition, the use of this type of feedback tend to create a false believe on students that intelligence is a fixed
Mostrar más

89 Lee mas

Strategies to improve writing skills in high school students of English as a second language

Strategies to improve writing skills in high school students of English as a second language

It is not necessary to know the current education system in depth in Spain to appreciate that the importance given to the written expression of a foreign language in Secondary Education is less than that given to other aspects such as grammar, reading comprehension or oral comprehension (otherwise known as listening). In Obligatory Secondary Education, written expression is, together with oral expression, the forgotten aspect inside the teaching plans of a foreign language. The difference is that in the last years the importance of oral expression is increasing progressively due to the relevance that communicative competence has inside the curriculum of the Obligatory Secondary Education. Writing skills are therefore not being encouraged the same way as oral expression. The reason for this may be that the communicative competence tends to be identified with the oral production, but it also includes the written production. It is true that oral communication in a foreign language is seen as more useful and relevant than written communication to interact with native speakers of that foreign language in a great number of contexts. But we must not forget that written expression makes it possible in writing an e-mail to a friend who does not speak Spanish to writing a formal letter to apply for a job position in a foreign country.
Mostrar más

51 Lee mas

Show all 10000 documents...

Related subjects