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The purpose of this study was to identify a set of measures that would discriminate 31 predominantly Spanish-speaking children with normal language (NL children) from 31 children with language impairment (LI children).youtube.com The LI children were identified as such by experienced, bilingual (Spanish/English), ASHA-certified, speech-language pathologists who were currently seeing the children in their caseloads.youtube.com Children ranged in age from 5 to 7 years and were matched for age, gender, and school. Additionally, nonverbal cognitive measures assured that they did not differ significantly intellectually. Measures of vocabulary, novel bound-morpheme learning skills, and language form were randomly administered to all children. Further, parents responded to questions about their perceptions of their children's speech and language skills and family history of speech and language problems.
This observation checklist aims to find out the extent of the English teacher's use of Spanish language during English lessons. The results will be used for research purposes only. This survey aims to find out your opinion of the use of Spanish in the English classroom. Your answers will be used for research purposes only. Thank you for your cooperation! 2. Do you think that your teacher should use Spanish in the English lessons? 3. Do you like it when your teacher uses Spanish in the English class? 4. Check the reasons for using Spanish during English lessons (more than one option is possible). This survey aims to find out your opinion regarding the use of Spanish in the classroom, especially when thinking of bilingual contexts.
Your answers will be used for research purposes only. Thank you for your cooperation! Which grades are you teaching right now? 1. Should Spanish be used in the English classroom? 2. Do you use Spanish when delivering your English lessons? 3. Check the reasons for using Spanish during your English lessons (more than one option is possible). This survey aims to find out your opinion of the use of Spanish in the English classroom. Your answers will be used for research purposes only. Thank you for your cooperation! 2. Do you think that your teacher should use Spanish in the English lessons? 3. What do you prefer- for your teacher to use Spanish or English in the lessons? 4. Answer yes or no and why. Did you like the alebrijes class? Did you like the /f/ and /v/ sounds class? Did you like the Review of Past and Present tenses class? 5. Check the reasons for using Spanish during your English lessons (more than one option is possible).
This study compares the gains made in second language vocabulary as a direct result of different literacy lessons implementing two bilingual methodologies: concurrent translation and preview-review. Students in the three randomly selected third-grade classes in the Los Angeles area were chosen to serve as the control (no treatment), concurrent translation, and preview-review groups. The children were given a pre test to assess their knowledge of selected vocabulary items. After the administration of the pre-test students in Group 1 (control) listened to a story in English with no intervention or explanation of the story. Students in Group 2 listened to the same story in English with the reader using the concurrent method (translating the story from one language to the other).
Group 3 heard the same story in English after having the teacher build background knowledge by previewing important points and difficult vocabulary in [https://www.spanish55.com/team online spanish tutor reviews] (preview). They also reviewed the story in Spanish after the reading in order to reinforce important points (review). All three groups were given a post test of the same vocabulary items after the treatment and one week later to examine gains in scores. Results indicate that not only did the students in the preview-review group score significantly higher than the control and concurrent translation groups, the concurrent translation group scored the lowest of all three groups and improved slightly one week after treatment. These findings demonstrate positive implications for the use of strategies which build background knowledge as a means of teaching second language vocabulary to English learners.
N2 - There is growing interest in heritage language learners-individuals who have a personal or familial connection to a nonmajority language. Spanish learners represent the largest segment of this population in the United States. In this comprehensive volume, experts offer an interdisciplinary overview of research on Spanish as a heritage language in the United States. They also address the central role of education within the field. Contributors offer a wealth of resources for teachers while proposing future directions for scholarship. AB - There is growing interest in heritage language learners-individuals who have a personal or familial connection to a nonmajority language. Spanish learners represent the largest segment of this population in the United States. In this comprehensive volume, experts offer an interdisciplinary overview of research on Spanish as a heritage language in the United States. They also address the central role of education within the field. Contributors offer a wealth of resources for teachers while proposing future directions for scholarship.
Given the evident potential shown by developing new technologies, there are increasingly more companies that develop and implement training programs that use the new-technology-based facilities. Likewise, suppliers developing new-technology-based programs have emerged seeking greater effectiveness and cost reduction as opposed to traditional education. The purpose of this research is to analyze and understand the training program delivered by a Spanish bank. The main research should address the following question: What factors influence, and in what way, the adoption of technology-based training programs and such programs’ success and goal attainment? To the main question, research questions should be added that focus on the following issues: What are the factors regarding content and how do they influence the adoption of technology-based training programs and such programs’ goal attainment? What are the factors regarding learners and how do they influence the adoption of technology-based training programs and such programs’ goal attainment?
What are the factors regarding tutors and how do they influence the adoption of technology-based training programs and such programs’ goal attainment? What are the factors regarding technology and how do they influence the adoption of a technology-based training program and such programs’ goal attainment? This research was based on case study. Emphasis was placed on the data collection and its analysis and interpretation to minimize validity and reliability problems. Data was collected through interviews with training directors, e-learning project head, participants and tutors. Other sources used were observations, documents and file records. Fourteen factors influencing the use and success of a new-technology based training program have been found. Some of the factors that emerged were: type of course content, teaching mode, course evaluation system, course development process, participant’s profile, professional tutor profile and technology satisfaction. Finally, these factors were grouped into four components: content, participant, tutor and technology.
The results of this study may contribute to future research on this issue developed mainly under a firm context. The conceptual framework developed could be the basis for future research, as it holistically examines several factors intervening in the success of a training program. The framework could also be useful to give a complete view of the issue or a more specific one when examining each factor separately, as opposed to other studies developed which examine two or three factors together. Andreu, R. & Jauregui, K. (2005). Key Factors of e-Learning: A Case Study at a Spanish Bank. Journal of Information Technology Education: Research, 4(1), 1-31. Informing Science Institute.
This case study reports the results of a genre‐based approach, which was used to explicitly teach the touristic landmark description to fourth‐grade students of Spanish as a foreign language. The instructional model and unit of instruction were informed by the pedagogies of the Sydney School of Linguistics and an instructional model for integrating the three modes of communication, as well as the literature on content‐based instruction. An analysis of the writing of a focal student, Jackie, provides evidence of the potential of the pedagogy to develop students' ability to appropriate the linguistic representation of content in ways that current frameworks do not yet consider. Thus, implications of the findings are explored related to the integration of functional linguistics, genre theory, and genre‐based pedagogy for instruction that is informed by the World‐Readiness Standards, the ACTFL Proficiency Guidelines—Writing, and the NCSSFL‐ACTFL Can‐Do Statements for presentational writing.
This study focused on the attitudes that elementary teachers have toward their English language learner (ELL) students' native languages (e.g., Spanish) and their use in instruction. A 27-item Likert-scale survey was administered to 152 first- through fourthgrade teachers from five school districts in Maricopa County, Arizona. These school districts have a large number of schools with students learning English as a second language. The researchers found that teachers' attitudes toward their ELL students differ significantly with the type of certification or endorsement they hold. The bilingual-certified teachers were more supportive of their ELL students using their native language in the classroom than were traditional and English as a Second Language-certified teachers. In contrast to previous studies, the researchers found that the more years a teacher taught, the more his or her attitude became negative toward his or her students' native language. Implications for training of bilingual teachers are discussed.
This article bridges research to practice by summarizing an interactive content‐enriched shared book reading approach that Spanish‐speaking parents of preschool‐age children can easily use in the home to accelerate content vocabulary knowledge in Spanish. The approach was implemented in preschool classrooms using a transitional bilingual education model in Central Texas and in a Saturday Spanish heritage language school in the Midwestern United States. Spanish‐speaking emergent bilingual children from both lower and higher socioeconomic status backgrounds learned content‐related vocabulary via parent-child discussions of Spanish storybooks and informational texts organized by compelling science and social studies themes and topics. The authors provide recommendations for how teachers can support Spanish‐speaking parents' ability to develop informal knowledge‐building experiences through home‐based interactive book discussions in Spanish.
The concept of pattern is by no means something recent.youtube.com Moreover, strictly speaking, it is not even necessarily a human invention. There is a huge number of patterns, that is, particular solutions which enable a potentially infinite number of variations to happen. A beehive is the result of a repeating pattern, basically of one sole element: hexagonal cells. Nevertheless, the technical sense of the word we are interested in here, comes from, and it is well known, the architect Christopher Alexander, who, in his work A Pattern Language. In A Pattern Language, Alexander makes a catalogue of 253 patterns ordered and numbered from the greatest organic complexity (the city) going through its components (buildings) and the simplest solutions for such buildings (construction). This Pattern language, we will write about further on, receives the direct influence of the design and computer programming language which was being developed in that moment and that’s why he states this language has got a network structure.youtube.com And this, probably, explains why the leap of patterns from Architecture to Computer Engineering turned out to be so extremely natural.
Validation in Language Assessment is a collection of selected papers from the 17th Language Testing Research Colloquium. The volume opens with an introduction to approaches to validation in second and foreign language assessment in published research in the last 15 years. In this article, Antony John Kunnan asserts that the idea of validation has been the center of intense language assessment research. He sheds light on the foci of language assessment researchers by categorizing key studies according to the Messick framework (1989), which recommended that a unified validity framework be constructed.youtube.com Messick’s progressive matrix of validity details two interconnected facets of the unitary validity concept.
One facet is the source of justification of testing, based on either appraisal of evidence or consequence. The other facet is the function of the test, being either interpretation or use.youtube.com Kunnan’s study reveals what he calls an "imbalance" in the attention researchers have given certain facets of this framework. Kunnan’s introductory chapter is followed by 11 chapters that are presented in 3 parts: Part I presents four papers that focus on validation through the stages of the test development and test-taking process. Part II presents six papers that focus on validation by examining data from test-taker characteristics and test-taker feedback.
