5. Collaborative dialogue in a two-way Spanish/English immersion classroom

2016 ◽  
pp. 135-160 ◽  
Author(s):  
Amy I. Young ◽  
Diane J. Tedick
Keyword(s):  
Collaborative Dialogue ◽  
English Immersion ◽  
Immersion Classroom

Students’ Speaking Skill in English Immersion School

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Mohammad Fadil ◽  
Sumardi Sumardi ◽  
Ngadiso Ngadiso
Keyword(s):  
English Teachers ◽  
Program Improvement ◽  
Average Score ◽  
Factors Affecting ◽  
English Immersion ◽  
Speaking Skill ◽  
English Speaking ◽  
Comparative Results ◽  
Academic Year ◽  
Speaking Skills

This research aims to describe: (1) students' English speaking skill in English immersion school; (2) students’ strengths and weaknesses in speaking skill in English immersion school; (3) factors affecting students' speaking skill in English immersion school. The research was designed as a case study, conducted at a school applying English immersion in Bondowoso, East Java, Indonesia in Academic Year 2017-2018. The research used purposive sampling. Data were collecated by interview, questionnairre, observation, and document analysis. The informants were grade 2 students, English teachers, and the school founder. The analysis found that: (1) on the scale of 1-5 (1=very bad, 2=bad, 3=fair, 4=good, 5=very good), students’ English speaking skills were at levels of very good (2.22%), good (6.67%), fair (37.78%), bad (44.44%), and very bad (8.89%); (2) students’ strengths in English speaking skills were related to vocabulary with average score of 2.7, and the weaknesses dealt with fluency with average score of 2.25; (3) factors that were assumed to affect students’ English speaking skills were environment, local accent, vocabulary mastery, English use, preference, and habits. It is recommended that all parties involved in the English immersion program evaluate the running of the program and the content of the program to provide learning outputs through English immersion. Commitment to using English should be strengthened, especially in English Week program. Improvement on English teachers’ is needed by involving them in trainings. Finally, similar research at non-English immersion school is necessary to ensure the comparative results gained from both types of school.

9. PEER-PEER DIALOGUE AS A MEANS OF SECOND LANGUAGE LEARNING

2002 ◽  
Vol 22 ◽  
pp. 171-185 ◽  
Author(s):  
Merrill Swain ◽  
Lindsay Brooks ◽  
Agustina Tocalli-Beller
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Theoretical Perspective ◽  
Peer Collaboration ◽  
Mediated Learning ◽  
Collaborative Dialogue ◽  
Peer Dialogue ◽  
Reading Activities ◽  
Cognition And Knowledge

From the theoretical perspective of a sociocultural theory of mind, cognition and knowledge are dialogically constructed. Embedded in this theoretical framework, this chapter reviews research studies in which peer-peer dialogue is linked to second language learning as students engage in writing, speaking, listening and reading activities. The review takes the stance that the type of dialogue of particular significance in the language learning process is collaborative dialogue, or that which occurs when learners encounter linguistic problems and attempt to solve them together. In such conditions language is used both as a communicative and cognitive tool. From the studies reviewed, we conclude that peer-peer collaborative dialogue mediates second language learning. We also conclude that although the studies reported few adverse effects of peer collaboration, teaching learners how and why to collaborate may be important to enhance peer-mediated learning. The chapter calls for more research which provides clear evidence of the connections between peer-peer dialogue and second language learning and more studies which investigate longer term learning. Such studies linking peer-peer dialogue to language learning can be instructive for teachers, researchers, and learners, and make us all more aware of the process of learning a second language.

Kindergarteners’ perceptions of belonging and inclusion in a two-way immersion classroom

2021 ◽  
pp. 1-21
Author(s):  
Erin Feinauer Whiting ◽  
Erika Feinauer ◽  
Sionelle Nicole Beller ◽  
Elizabeth R. Howard
Keyword(s):  
Two Way Immersion ◽  
Immersion Classroom

Detained – what's my choice? Part 1: Discussion

2008 ◽  
Vol 14 (3) ◽  
pp. 172-180 ◽  
Author(s):  
Glenn Roberts ◽  
Eluned Dorkins ◽  
James Wooldridge ◽  
Elaine Hewis
Keyword(s):  
Mental Health ◽  
Personal Experience ◽  
Social Inclusion ◽  
Mental Health Problems ◽  
Personal Responsibility ◽  
Health Problems ◽  
Psychiatric Services ◽  
Psychiatric Practice ◽  
Personal Recovery ◽  
Collaborative Dialogue

Choice, responsibility, recovery and social inclusion are concepts guiding the ‘modernisation’ and redesign of psychiatric services. Each has its advocates and detractors, and at the deep end of mental health/psychiatric practice they all interact. In the context of severe mental health problems choice and social inclusion are often deeply compromised; they are additionally difficult to access when someone is detained and significant aspects of personal responsibility have been temporarily taken over by others. One view is that you cannot recover while others are in control. We disagree and believe that it is possible to work in a recovery-oriented way in all service settings. This series of articles represents a collaborative dialogue between providers and consumers of compulsory psychiatric services and expert commentators. We worked together, reflecting on the literature and our own professional and personal experience to better understand how choice can be worked with as a support for personal recovery even in circumstances of psychiatric detention. We were particularly interested to consider whether and how detention and compulsion could be routes to personal recovery. We offer both the process of our co-working and our specific findings as part of a continuing dialogue on these difficult issues.

scholarly journals Do photographs, older adults’ narratives and collaborative dialogue foster anticipatory reflection (“preflection”) in medical students?

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Gabrielle Brand ◽  
Ashlee Osborne ◽  
Mark Carroll ◽  
Sandra E. Carr ◽  
Christopher Etherton-Beer
Keyword(s):  
Older Adults ◽  
Medical Students ◽  
Collaborative Dialogue

scholarly journals Improved English Immersion Teaching Methods for the Course of Power Electronics for Energy Storage System in China

IEEE Access ◽  
2018 ◽  
Vol 6 ◽  
pp. 50683-50692
Author(s):  
Lisong Wang ◽  
Yatong Li ◽  
Zhongmei Wang ◽  
Shiyu Shu ◽  
Yun Zhang ◽  
...  
Keyword(s):  
Energy Storage ◽  
Power Electronics ◽  
Teaching Methods ◽  
Storage System ◽  
Energy Storage System ◽  
English Immersion
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