From research to policy and practice: a review ofThe Routledge International Handbook of English, Language and Literacy Teaching

Literacy ◽  
2013 ◽  
Vol 47 (3) ◽  
pp. 165-167
Author(s):  
Judy M. Parr ◽  
Rebecca Jesson
Keyword(s):  
English Language ◽  
Language And Literacy ◽  
Policy And Practice ◽  
Literacy Teaching ◽  
Research To Policy ◽  
Review Ofthe

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

scholarly journals School Readiness Assessments for Class Placements and Academic Sorting in Kindergarten

2018 ◽  
Vol 34 (3) ◽  
pp. 518-547 ◽  
Author(s):  
F. Chris Curran ◽  
Michael H. Little ◽  
Lora Cohen-Vogel ◽  
Thurston Domina
Keyword(s):  
Language Arts ◽  
School Readiness ◽  
English Language ◽  
Multilevel Models ◽  
Kindergarten Readiness ◽  
Academic Ability ◽  
Sensitivity Analyses ◽  
Policy And Practice ◽  
Placement Decisions ◽  
Class Placement

Kindergarten readiness assessments are commonly used in schools nationwide. Prior work shows that the use of such assessments for class placement decisions has increased in recent years. This article uses the Early Childhood Longitudinal Study of 2011 to explore whether the use of readiness assessments for such purpose predicts differential sorting of students across classrooms by prior academic ability. Results from multilevel models as well as other sensitivity analyses suggest that the use of readiness assessments for classroom placements is predictive of slightly higher cross-class ability sorting, particularly in English/language arts. The implications for policy and practice are discussed.

Reliability and credibility of young children's reports: From research to policy and practice.

1998 ◽  
Vol 53 (2) ◽  
pp. 136-151 ◽  
Author(s):  
Maggie Bruck ◽  
Stephen J. Ceci ◽  
Helene Hembrooke
Keyword(s):  
Policy And Practice ◽  
Research To Policy

scholarly journals Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

2009 ◽  
Vol 26 (2) ◽  
pp. 24 ◽  
Author(s):  
Hetty Roessingh ◽  
Susan Elgie
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Time Series Data ◽  
Series Data ◽  
Language And Literacy ◽  
Early Language ◽  
Language And Literacy Development

This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered

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