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Long-term effects of Learning English

Author: Shigeo Uematsu

Publisher: Springer

Published: 2015-05-05

Total Pages: 160

ISBN-13: 9812874933

This book presents a pioneering longitudinal study on English language instruction at the elementary school (ELES) level in the Japanese public school system. It attempts to identify those domains most sensitive to early English instruction by employing a state-of-the-art quantitative research methodology. English education was formally introduced in Japan for fifth and sixth graders in 2011 and is still in its infancy as a program. This study compares two groups (Grade 7 and 8) of students, one with ELES and one without, in order to shed light on their experiences. Comparisons are carried out not only quantitatively, measuring changes in English skills (listening, speaking, reading, and vocabulary / grammar) and the ELES students’ affective aspects, but also qualitatively through in-depth interviews. Thus, this study attempts to capture the ELES students’ experiences from a multi-dimensional perspective. The comprehensive literature review provided offers a valuable resource not only for researchers looking for a quick digest of the literature in this field before undertaking their own research, but also for policy-makers seeking to assess how to best implement ELES.

Transforming Literacy Education for Long-Term English Learners

Author: Maneka Deanna Brooks

Publisher: Routledge

Published: 2019-12-06

Total Pages: 170

ISBN-13: 1351365142

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Grounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as long-term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.S. and yet remain identified as "learning English" in secondary school. Challenging the deficit perspective that is often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students’ strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions for this population. By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs. Transforming Literacy Education for Long-Term English Learners is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education, and for those who are looking to create an inclusive and successful classroom environment for LTELs.

Untapped Resources

Author: Jennifer Lynn Canillas

Publisher:

Published: 2018

Total Pages: 236

ISBN-13: 9780438430037

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When students learning English cannot successfully master the knowledge and skills required to perform the academic tasks necessary to advance to the next proficiency level, their academic achievement suffers and they cannot move on to more advanced classes; they remain in English language development programs for the long term. The official classification "Long Term English Learner" (LTEL) was recently recognized in both policy and research literature. In order to avoid the creation of Long Term English Learners, it is necessary to study students who are, as the State of California says, "at risk of becoming Long Term English Learners," to ascertain how to help them reach and maintain the expected trajectory for proficiency in English and prevent a new generation of LTEL. The goal of this qualitative case study was to counter deficit-informed research on what language minority students lack by highlighting the abundant, yet unrecognized resources English learners bring to school and use as funds of identity. The participants were students and educators at a small public charter school, including ten English learners in grades four and five, three teachers, and one school administrator. For this case study, I asked each of the ten focal students to complete art projects, and I conducted interviews with focal students, their teachers, and the school principal. I used identity as an analytical lens to examine the cultural and linguistic resources students possess and use as funds of identity. The results of the study indicate that familial resources constitute the most influential funds of identity in students' lives, followed by what I have termed "Spiritual Capital," or spiritual resources that contributed to students' identities, sense of well-being, and motivation, as an unexpected finding. In addition, students' linguistic resources were depleted and deemed irrelevant by adults to the current school context, and students' main orientation toward school involved social connections to friends rather than academics. This study implies the need for further research on facilitating connections between students' linguistic resources and English literacy practices, and investigating ways that spiritual resources support students' academics and social-emotional well-being and motivation.

Promoting the Educational Success of Children and Youth Learning English

Author: National Academies of Sciences, Engineering, and Medicine

Publisher: National Academies Press

Published: 2017-08-25

Total Pages: 529

ISBN-13: 0309455405

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Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.

The Cambridge Guide to Learning English as a Second Language

Author: Anne Burns

Publisher: Cambridge University Press

Published: 2018-03-15

Total Pages: 365

ISBN-13: 1108408419

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Through its up-to-date and comprehensive coverage of current perspectives, this volume aims to expand understanding of what it means to learn English as a second or additional language. The focus throughout the book is primarily on language learning, but each chapter also discusses the implications for teaching and assessment, thus informing both understanding and practice. The book is organised into nine sections, with 36 chapters presenting a wide and diverse range of accounts of the learning of English. Four major themes which permeate the chapters are: Learning and learners; learning and language; learning and language development; and learning and learning contexts--back cover.

Beyond Age Effects in Instructional L2 Learning

Author: Simone E. Pfenninger

Publisher: Multilingual Matters

Published: 2017-04-21

Total Pages: 271

ISBN-13: 1783097647

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This book constitutes a holistic study of how and why late starters surpass early starters in comparable instructional settings. Combining advanced quantitative methods with individual-level qualitative data, it examines the role of age of onset in the context of the Swiss multilingual educational system and focuses on performance at the beginning and end of secondary school, thereby offering a long-term view of the teenage experience of foreign language learning. The study scrutinised factors that seem to prevent young starters from profiting from their extended learning period and investigated the mechanisms that enable late beginners to catch up with early beginners relatively quickly. Taking account of contextual factors, individual socio-affective factors and instructional factors within a single longitudinal study, the book makes a convincing case that age of onset is not only of minimal relevance for many aspects of instructed language acquisition, but that in this context, for a number of reasons, a later onset can be beneficial.

Age and Foreign Language Learning in School

Author: A. Lambelet

Publisher: Springer

Published: 2015-04-21

Total Pages: 106

ISBN-13: 1137525908

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This book discusses the empirical studies on how biological age influences foreign language learning in school. It provides a succinct overview of a complex field for both experts and researchers interested in the teaching and learning of foreign languages.

Second Language Learning Before Adulthood

Author: Vanessa De Wilde

Publisher: Walter de Gruyter GmbH & Co KG

Published: 2022-10-24

Total Pages: 261

ISBN-13: 3110743132

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Researchers have looked into the role of individual differences in second language learning and found that differences between learners in areas such as language aptitude, language learning motivation and exposure to the language influence second language learning. Most of this research concerned adults. Far fewer studies have addressed the role of individual differences in second language learning of young learners. As second language learning programmes tend to start earlier than before and children are nowadays frequently exposed to a foreign language in social settings such as online games and social media, studying the role of individual differences in young learners can contribute both to SLA-theories and to evidence-based L2 education. This book discusses recent findings concerning the role of individual differences in language learning in young learners. The chapters in the book concern different topics linked to internal individual differences such as language aptitude, motivation, attitude and external individual differences such as exposure and type of instruction, the relative contribution of internal and external factors to language learning, and the interplay between the two types of individual differences.

Second Language Acquisition and Lifelong Learning

Author: Simone E. Pfenninger

Publisher: Taylor & Francis

Published: 2023-05-05

Total Pages: 157

ISBN-13: 1000863271

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Language fundamentally defines and distinguishes us as humans, as members of society, and as individuals. As we go through life, our relationship with language and with learning shifts and changes, but it remains significant. This book is an up-to-date resource for graduate students and researchers in second language (L2) acquisition who are interested in language learning across the lifespan. The main goal is to survey and evaluate what is known about the linguistic-cognition-affect associations that occur in L2 learning from birth through senescence (passing through the stages of childhood, adolescence, adulthood, and third age), the extent to which L2 acquisition may be seen as contributing to healthy and active aging, the impact of the development of personalized, technology-enhanced communicative L2 environments, and how these phenomena are to be approached scientifically and methodologically. The effects of certain specific variables, such as gender, socio-economic background, and bilingualism are also analyzed, as we argue that chronological age does not determine the positioning of L2 learners across the lifespan: age is part of a complex web of social distinctions such as psychological and individual factors that intersect in the construction of a learner’s relative status and opportunities.

Learning English in Japan

Author: Takunori Terasawa

Publisher:

Published: 2018

Total Pages: 366

ISBN-13: 9781925608809

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Multiple discourses circulate Japanese society surrounding the relationship between Japanese people and the English language. For example, 'Japanese people are the worst English speakers in Asia, ' 'Japanese women love the English language' and 'learning English leads to increased income and career opportunities.' From a sociological perspective, this book tests the veracity of these discourses, using social statistical data. The aim here is to paint an accurate picture of society to assist the argument for evidence-based policy in English language education, and to challenge the myths about Japanese people and the English language propagated by various interest groups, including the government and the business community. This important book reveals that the English language discourses that exist in Japan today are largely based on misconceptions, pointing to the urgent need to challenge the education policies based on such falsehoods. (Series: Japanese Society Series) [Subject: Japanese Studies, Language Studies, Education, Sociology