The progression of collaborative argumentation among English learners: A qualitative study

System ◽  
2021 ◽  
Vol 98 ◽  
pp. 102471
Author(s):  
Yanfang Su ◽  
Kanglong Liu ◽  
Chun Lai ◽  
Tan Jin
Keyword(s):  
Qualitative Study ◽  
English Learners ◽  
Collaborative Argumentation

Young Writers Create Digital E-Books Using Nooks

2014 ◽  
pp. 307-327 ◽  
Author(s):  
Sally Brown
Keyword(s):  
Qualitative Study ◽  
English Learners ◽  
Literacy Development ◽  
New Literacies ◽  
Second Graders ◽  
Diverse Group ◽  
Digital Writing ◽  
Use Of Technology ◽  
Digital Books ◽  
First Languages

This chapter presents the details of a year-long qualitative study that investigates the literacy development of a diverse group of second graders as they engage in digital writing experiences at school using the Barnes and Noble Nook e-reader. Twenty students, including eleven English learners whose first languages were Spanish, French, and Korean, immersed themselves in reading e-books and then, wrote and narrated their own digital books using the available tools from the DrawWriteRead app and the Tikatoc.com Website. The findings reveal students developed a sense of agency while developing new literacies through interactions with others. The chapter begins with an introduction to the use of technology with diverse students. Next, an overview about the theory associated with digital and new literacies is discussed. The chapter continues with a review of current research studies focusing on digital writing with young students across a variety of contexts. Finally, this particular study is detailed through a description of the methodology, findings, and conclusions.

scholarly journals Ludic and Cultural Space for Beginner English Learners: Studying the Hippie Movement Songs and Lyrics

PAPELES ◽  
2017 ◽  
Vol 9 (18) ◽  
pp. 11-20
Author(s):  
Rigoberto Castillo ◽  
María Camila Garay Agudelo ◽  
Paula Segura Soto
Keyword(s):  
Qualitative Study ◽  
Language Development ◽  
Foreign Language ◽  
English Learners ◽  
Cultural Context ◽  
Research Study ◽  
Relevant Literature ◽  
The Social ◽  
Oral Expression ◽  
The Subject

This article reports a qualitative action research study on the contribution of using songs and lyrics to integrate cultural understanding and language development in an English as a foreign language (EFL) class at a middle school. We observed that our learners had difficulty to understand and express themselves in English. The social and cultural context of the late 1960’s Hippie movement was the subject of the study through songs and lyrics. We offer our readers the most relevant literature and a synthesis of research reports on the subject to invite them to deepen in this topic. The findings of this qualitative study suggest that culture contextualized language and enhanced comprehension facilitates oral expression in EFL.

scholarly journals AN ANALYSIS ON CODE-SWITCHING AND MIXING AMONG ENGLISH LEARNERS OF GAYONESE-SPEAKING STUDENTS

2021 ◽  
Vol 5 (2) ◽  
pp. 175-184
Author(s):  
Imam Munandar ◽  
Ramadhani Sukria
Keyword(s):  
Qualitative Study ◽  
Ethnic Group ◽  
English Learners ◽  
Code Switching ◽  
Social Phenomenon ◽  
Dominant Form ◽  
Dominant Type ◽  
Code Mixing ◽  
Efl Students

This research tries to find out types and their dominance of code-switching and code-mixing among EFL students with Gayonese backgrounds. This research also looks at whether a certain type of ethnic group is affluent to a specific type of code-switching and mixing. The employed method is a qualitative study, in which this study manages to identify a social phenomenon in a certain community. The data is obtained from the 13 participants in their conversations. Instruments used are observation, recording, transcribing to identify code-switching, and mixing. The result of this study shows that the participants, who are all entitled to Gayonese identity, employed all kinds of code-switching and mixing, which were extra-sentential, inter-sentential, and intra-sentential. All types of code-switching and mixing are apparent in all sets of conversations. Along with some previous research, this study affirms that there is little evidence that a certain type of ethnicity employs a certain dominant form of code-switching and mixing. There appear all types of code-switching and mixing, without one dominant type, is found in all sets of conversations. Thus, code-switching and mixing were believed to assist the learners to deliver them through to be completely understood and meaningful in the communication.

SPEAKING ANXIETY OF ENGLISH DEPARTMENT STUDENTS AT UNIVERSITY OF DARMA AGUNG MEDAN

2020 ◽  
Vol 28 (3) ◽  
pp. 549
Author(s):  
Corry Ester Margaret Siagian ◽  
Jenny Solita Duha
Keyword(s):  
Qualitative Study ◽  
English Learners ◽  
English Department ◽  
Speaking Anxiety ◽  
The Future ◽  
English Speaking ◽  
Do So

The lecturer dominant proportion and students’ passivity in the classroom caused by many reason,  students’ speaking anxiety is one of the main reason. Feeling ashamed to speak out their mind is a matter of the most of English learners’ problems from time to time. Finding out the factors contributes to students reluctantly talking in English is worth searching in order to create a successful English speaking learning in the future. This present study aimed at investigating the speaking anxiety reasons of english department students of University of Darma Agung. To do so, the researcher asked 30 students to be participated in this qualitative study. They were required to fill out questionnaire and to be participated in an interview. This study revealed that the anxiety experienced by the students are due to three main reasons: 1) being afraid of bad respond; 2) feeling nervous and not dare to talk and 3) feeling afraid of making mistake, which are followed by other minor reasons for each main reason. The most occurred minor reason is students’ lack of vocabularies.

scholarly journals Teacher Positioning in Rural Spaces

2021 ◽  
Vol 11 (2) ◽  
pp. 95-111
Author(s):  
Patricia A. DiCerbo ◽  
Lottie L. Baker
Keyword(s):  
Qualitative Study ◽  
Cultural Identity ◽  
English Learners ◽  
Rural Teachers ◽  
Culturally Sustaining Pedagogy ◽  
Rural Settings ◽  
Rural Educators ◽  
Teacher Positioning

In this qualitative study, we ask how 40 rural educators of English learners (ELs) culturally position themselves and their students. We obtained data through a cultural autobiography assignment that prompted teachers to describe their interactions and relationships with others. Drawing on both rural and non-rural experiences, teachers established their ability to exercise agency, mediated by individual histories and beliefs and the context of their rural settings. Teachers developed their capacity to reflect on the ways they position themselves toward their ELs, a crucial first step in creating culturally sustaining pedagogy. Implications point to the potential of cultural autobiography as a means to heighten rural teachers’ awareness of how their experiences and interactions nuance their cultural identity. Such reflections can expand notions of culture beyond common social identifiers and enable teachers to forge links with their students that would otherwise not be apparent. We suggest this autobiographical process is particularly important for rural teachers who are new to teaching ELs in their classrooms.

Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners

2021 ◽  
pp. 154079692110402
Author(s):  
Meagan Karvonen ◽  
Amy K. Clark ◽  
Chelsea Carlson ◽  
Sheila Wells Moreaux ◽  
Jennifer Burnes
Keyword(s):  
Special Education ◽  
Qualitative Study ◽  
Language Development ◽  
English Learners ◽  
Classroom Practices ◽  
Cognitive Disabilities ◽  
Future Research ◽  
Research And Practice ◽  
Significant Cognitive Disabilities ◽  
Academic Instruction

Research is needed to better understand the academic instruction needs of students with significant cognitive disabilities who are English learners and the classroom practices of their teachers. In this qualitative study, we interviewed 10 teachers to learn how they identify and meet the unique needs of this student subpopulation. Our findings suggest that teachers generally do not view disability- and language-related needs as separate and that approaches to instruction tend to follow those perceptions. Some expressed a desire for more support from language professionals in the classroom, whereas others thought their special education classrooms adequately meet student language development needs. Finally, although the teachers we interviewed went to great lengths to engage families in supporting instruction, some reported dissatisfaction with and barriers to those relationships. We discuss our findings in light of the current literature, the study’s limitations, and implications for future research and practice.

Qualitative study on “hydropic degeneration” of The hepatocytes in viral hepatitis

1990 ◽  
Vol 48 (3) ◽  
pp. 568-569
Author(s):  
Le Meizhao ◽  
Ye Ming ◽  
Song Xiaoming ◽  
Xu Jiazhang
Keyword(s):  
Qualitative Study ◽  
Viral Hepatitis ◽  
Chronic Active Hepatitis ◽  
Microscopic Observation ◽  
Hydropic Degeneration ◽  
Light Microscopic Observation ◽  
Biopsy Specimens ◽  
Endoplasm Reticulum ◽  
Mixed Fluid ◽  
Peripheral Cytoplasm

“Hydropic degeneration” of the hepatocytes are often found in biopsy of the liver of some kinds of viral hepatitis. Light microscopic observation, compareted with the normal hepatocytes, they are enlarged, sometimes to a marked degree when the term “balloning” degeneration is used. Their cytoplasm rarefied, and show some clearness in the peripheral cytoplasm, so, it causes a hydropic appearance, the cytoplasm around the nuclei is granulated. Up to the present, many studies belive that main ultrastructural chenges of hydropic degeneration of the hepatocytes are results of the RER cristae dilatation with degranulation and disappearance of glycogen granules.The specimens of this study are fixed with the mixed fluid of the osmium acidpotassium of ferricyanide, Epon-812 embed. We have observed 21 cases of biopsy specimens with chronic severe hepatitis and severe chronic active hepatitis, and found that the clear fields in the cytoplasm actually are a accumulating place of massive glycogen. The granules around the nuclei are converging mitochondria, endoplasm reticulum and other organelles.

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

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