Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”

2021 ◽  
Keyword(s):  
Foreign Language ◽  
Science Literacy ◽  
Language Mapping ◽  
Language Literacy

scholarly journals Foreign Language Literacy through Fanfiction Writing and Text Mining

2011 ◽  
Vol 2 (3) ◽  
pp. 456-461
Author(s):  
Patrícia da Silva Campelo Costa ◽  
Eliseo Berni Reategui
Keyword(s):  
Text Mining ◽  
Foreign Language ◽  
Language Literacy

scholarly journals Characterizing English Language Literacy among Famous English Language Educators in China

2021 ◽  
Vol 12 (1) ◽  
pp. 229-238
Author(s):  
LIN Jie ◽  
Chili Li
Keyword(s):  
Foreign Language ◽  
Curriculum Reform ◽  
English Language ◽  
Teaching Practice ◽  
Research Approach ◽  
Personal Factors ◽  
Narrative Texts ◽  
Reform Teaching ◽  
Language Literacy ◽  
Opening Up

The present study explores the features of English language literacy among 12 famous English language educators since the opening-up policy in China, using the narrative research approach. The purpose of this paper is to examine the characteristics of English language literacy among some famous educators in China and the influencing factors in the process of their formations of English language literacy through the analysis of the narrative texts of some foreign language educators. The findings showed that English language literacy among these famous educators is fundamental, developmental, and comprehensive. In addition, it has been found that the formation of their English language literacy is related to social, teacher, and personal factors. This study will be insightful for the cultivation of English language literacy in curriculum reform, teaching practice, and evaluation. Moreover, it will be helpful for the construction of cultivating talents based on the English language literacy, the consummation of the research of English language literacy, and the profound fusion of the talent cultivation.

Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”

2019 ◽  
Vol 7 (2) ◽  
pp. 261-288
Author(s):  
Peichang He ◽  
Angel M. Y. Lin
Keyword(s):  
Experimental Design ◽  
Foreign Language ◽  
Student Teacher ◽  
Language Mapping ◽  
Teacher Interviews ◽  
Student Work ◽  
Language Knowledge ◽  
Quasi Experimental ◽  
English Medium Instruction ◽  
The Impact

Abstract Drawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge.

scholarly journals Literacy and Language Learning in a Study Abroad Context

1998 ◽  
Vol 4 (1) ◽  
pp. 139-165 ◽  
Author(s):  
Rebecca R. Kline
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Present Article ◽  
Social Practice ◽  
Social Practices ◽  
Qualitative Approach ◽  
Language Literacy ◽  
Literacy As Social Practice

In the present article, I aim to (1) comment on the de facto agenda for study abroad research, (2) review briefly the literature on reading and study abroad, (3) argue for a “social practices” view of foreign language literacy, and (4) present findings from an illustrative project in which a qualitative approach framed exploration of study abroad literacy as social practice.

scholarly journals The Views of Students Towards Foreign Language Literacy Through Synchronous Distance Education

2021 ◽  
Vol 9 (3) ◽  
pp. 92
Author(s):  
Mustafa Dolmacı
Keyword(s):  
Distance Education ◽  
Foreign Language ◽  
University Students ◽  
Learning Process ◽  
Time Management ◽  
Language Skills ◽  
Positive Finding ◽  
Technical Problems ◽  
Language Literacy ◽  
Synchronous Distance Education

The process of education has been affected mostly by the COVD-19 pandemic process, and distance education methods are getting popular. In line with this situation, the aims of this study are to examine the opinions of prep-class university students on foreign language literacy via synchronous distance education during the COVID-19 pandemic process, to analyse their experiences, and to make forward-looking suggestions. This research has been designed as a case study which consisted of 78 university students (43 male, 35 female) studying at the preparatory classes comprised of different faculties of a state university in Turkey during 2019- 2020 academic year. The data of the study were collected with a questionnaire form consisting of open-ended questions. The data obtained from the research were subjected to content analysis, and the findings were supported by direct quotations from students’ statements. The results showed that comfortable learning atmosphere at home and easy time management are appreciated whereas technical problems and distraction factors affect learning process negatively. Practical applications like online dictionaries increase motivation and transform learning process into a fun activity. On the other hand, decreased participation and lack of face-to-face language practice opportunities cause low motivation and affect the language learning process adversely. In terms of acquiring language skills, it has been found out that SDE slows down skill training, time allocated for speaking practice is not sufficient, and traditional teaching methods are preferred; however, reading is thought to be relatively more appropriate for SDE compared to other language skills. Last but not least another positive finding of the study is that lecturers’ time management skills, professional knowledge, and technological competence are appreciated by the students.

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