scholarly journals Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers.

2019 ◽  
Vol 111 (1) ◽  
pp. 15-31 ◽  
Author(s):  
Emily Phillips Galloway ◽  
Paola Uccelli
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Academic Language ◽  
Language Skills

Moving Towards Translanguaging

2020 ◽  
pp. 208-232
Author(s):  
Mara R. Barbosa
Keyword(s):  
High School ◽  
Language Learning ◽  
English Learners ◽  
Academic Language ◽  
Language Skills ◽  
Learning Needs ◽  
Teaching Models ◽  
The University ◽  
Pedagogical Changes

Emerging bilinguals at US schools are generally subject to programs that are inadequate for their learning needs. It is crucial to find teaching models through which they can develop their academic language skills. This chapter presents the program Learn from the Experts, a partnership between a university and a high school, that fosters collaboration between Spanish and English learners. In this program, which follows the translanguaging pedagogy, Spanish learners from the university meet to collaborate with Spanish heritage English learners from the high school in lessons designed to develop each of the participants' skills in the language they are learning. The chapter also presents pedagogical changes made to the program resulting from the program team's reflection. It contributes to the development of models that support emerging bilinguals' language learning through collaboration with more experienced speakers without compelling speakers of minoritized languages to distance themselves from their languages and cultures.

scholarly journals Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285841989257 ◽  
Author(s):  
Emily Phillips Galloway ◽  
Paola Uccelli ◽  
Gladys Aguilar ◽  
Christopher D. Barr
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Text Comprehension ◽  
Dual Language ◽  
Academic Language ◽  
Language Skills ◽  
Positive Influence ◽  
Dual Language Learners ◽  
English Reading ◽  
English Reading Comprehension

In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and discourse resources prevalent in school texts. This study finds that Spanish and English CALS are positively and significantly related, and, further, that both sets of skills exert a unique positive influence on English reading comprehension. Aligned with an interpretation of linguistic interdependence between Spanish and English academic language skills, results document their cross-linguistic contribution to reading comprehension for students enrolled in educational programs that foster literacy and content learning regularly in two languages.

Moving Towards Translanguaging

2022 ◽  
pp. 1111-1129
Author(s):  
Mara R. Barbosa
Keyword(s):  
High School ◽  
Language Learning ◽  
English Learners ◽  
Academic Language ◽  
Language Skills ◽  
Learning Needs ◽  
Teaching Models ◽  
The University ◽  
Pedagogical Changes

Emerging bilinguals at US schools are generally subject to programs that are inadequate for their learning needs. It is crucial to find teaching models through which they can develop their academic language skills. This chapter presents the program Learn from the Experts, a partnership between a university and a high school, that fosters collaboration between Spanish and English learners. In this program, which follows the translanguaging pedagogy, Spanish learners from the university meet to collaborate with Spanish heritage English learners from the high school in lessons designed to develop each of the participants' skills in the language they are learning. The chapter also presents pedagogical changes made to the program resulting from the program team's reflection. It contributes to the development of models that support emerging bilinguals' language learning through collaboration with more experienced speakers without compelling speakers of minoritized languages to distance themselves from their languages and cultures.

Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners

2014 ◽  
Vol 36 (5) ◽  
pp. 1077-1109 ◽  
Author(s):  
PAOLA UCCELLI ◽  
CHRISTOPHER D. BARR ◽  
CHRISTINA L. DOBBS ◽  
EMILY PHILLIPS GALLOWAY ◽  
ALEJANDRA MENESES ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Academic Language ◽  
Language Skills ◽  
Academic Vocabulary ◽  
Cross Sectional ◽  
Learning Tasks ◽  
Academic Language Proficiency ◽  
Psychometric Analyses ◽  
School Learning

ABSTRACTBeyond academic vocabulary, the constellation of skills that comprise academic language proficiency has remained imprecisely defined. This study proposes an expanded operationalization of this construct referred to as core academic language skills (CALS). CALS refers to the knowledge and deployment of a repertoire of language forms and functions that co-occur with school learning tasks across disciplines. Using an innovative instrument, we explored CALS in a cross-sectional sample of 235 students in Grades 4–8. The results revealed between- and within-grade variability in CALS. Psychometric analyses yielded strong reliability and supported the presence of a single CALS factor, which was found to be predictive of reading comprehension. Our findings suggest that the CALS construct and instrument appear promising for exploring students’ school-relevant language skills.

scholarly journals Prospective ELT Teachers Attitudes Toward The English Language In An EFL Context

2012 ◽  
Vol 9 (1) ◽  
pp. 107-114
Author(s):  
Esim Gursoy
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
English Language ◽  
Academic Language ◽  
Language Skills ◽  
English Language Teaching ◽  
Extensive Literature ◽  
Teacher Trainees ◽  
Positive Attitudes ◽  
Integrative Motivation

Attitudes toward a foreign language and the motivation to learn a language have been of interest to many educators and researchers. However, the majority of research has been conducted with language learners. There is a lack of literature concerning the attitudes of teachers and teacher trainees toward the language they are or will be teaching. Thus, the current study aims to investigate English Language Teaching (ELT) teacher trainees attitudes toward the English language and their self-reported difficulties when using their foreign language skills in daily and academic language. Two hundred teacher trainees participated in the study. The questionnaire, which was developed via an extensive literature review and adaptations of Karahans (2007) and Al Zahranis (2008) studies, was found reliable (Conbachs alpha, .876). The study showed that trainees have mildly positive attitudes toward the English language, with females being more positive than males. The findings also suggest that trainees have stronger instrumental motivation than integrative motivation. Moreover, the results indicate that trainees do not differ significantly in terms of their difficulties in using daily language skills. However, there are some statistically significant differences in academic language, such as vocabulary and monologue speech. In addition, there are statistically significant differences between males and females in speaking and reading comprehension for daily language, as well as reading comprehension for academic language.

Representation visuals' impacts on science interest and reading comprehension of adolescent English learners

2017 ◽  
Vol 111 (5) ◽  
pp. 631-643 ◽  
Author(s):  
Yuliya Ardasheva ◽  
Zhe Wang ◽  
Anna Karin Roo ◽  
Olusola O. Adesope ◽  
Judith A. Morrison
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Science Interest ◽  
Adolescent English Learners
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