Al-Awidi, H.M.,
Ismail, S.A. (2014). Teachers’ perceptions of the use of computer assisted
language learning to develop children’s reading skills in English as a second
language in the United Arab Emirates. Early
Childhood Education Journal, 42 (1), p. 29-37. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=268dfc18-3ab9-42bf-92ac-f9ce0d50c530%40sessionmgr4001&vid=1&hid=4107
This article investigates the use of Computer
Assisted Language Learning (CALL) in teaching reading to children in ESL
classes. The results of the study
indicate that the main purpose of using CALL is to help children develop
reading strategies and increase their motivation. Common strategies reported by teachers
include using computers to enhance reading skills, support reading, listen to
read-aloud stories, recognize letter/sound relationships, and identify letters
and beginning sounds of words. Teachers described
that these strategies were beneficial in that they provided opportunities for
interaction and individualized instruction.
However, the lack of resources
and proper software and hardware were the main barriers of using CALL.
Despite the challenges, this article acknowledges
the use of technologies at all educational levels to facilitate learning and teaching
to increase access to learning opportunities, specifically in language learning
and literacy. Due to the increased use
of technology in school standards, programs such as CALL could promote learning
and literacy, computer literacy, as well as assist ELLs in transferring
knowledge from their first language to English.
Dixon, L.Q., Wu,
S., Daraghmeh, A. (2012). Profiles in bilingualism: Factors influencing
kindergartners’ language proficiency. Early
Childhood Education Journal, 40 (1), p. 25-34. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fff6cbba-eb3d-472f-835e-cd37f35f8d1c%40sessionmgr4005&vid=1&hid=4107
This article examines the assumptions concerning bilingual
children’s language proficiency in both languages, which are the unbalanced
proficiency in two languages, low socioeconomic status indicates low
proficiency in both languages, and parental conformity in the societal language
at home will promote its development. Findings
show that children with high proficiency in both languages were equivalently
represented all SES groups; and many low SES children achieved high proficiency
in both languages. Regarding home
development of the societal language, the authors found that parents’ own
language proficiency greatly influences the child’s. The switch to the societal language (English)
in the home did not improve English proficiency, and it hindered proficiency of
the home language.
The results from this article are supported by previous
findings that proficiency in two languages is influenced by SES and home
language exposure. This article promotes
that certain concepts learned in the home language will be easier or faster to
teach in the societal language.
Therefore, the home language proficiency can ease the development of
societal language proficiency.
Gillanders, C.
(2007). An English-speaking prekindergarten teacher for young Latino children:
Implications of the teacher-child relationship on second language learning. Early Childhood Education Journal, 35
(1), p. 47-53. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=39b63809-59a4-4d73-bda8-5d47c9b6f3fa%40sessionmgr4002&vid=1&hid=4107
This article describes the sociocultural strategies used by
a pre-kindergarten teacher to effectively teach young English language
learners. Gillanders implies that the
teacher-child relationship promotes opportunities for students to engage and
participate more meaningfully. She
highlights the importance of the emotional aspect of teaching young English
language learners. Through her study,
she found that the teacher’s emphasis on building positive relationships with
students may make an important difference in the success of ELL students.
The article presents implications for practice and research
in implementing theories and research from educational and sociocultural fields
to support English language teaching.
Therefore, the various components in effectively teaching and
interacting with English language learners that were discussed in this article
could be useful for considering the effect of developing a meaningful
connection between the first language and English language.
Goodrich, J.M.,
Lonigan, C.J., Farver, J.M. (2013). Do early literacy skills in children’s
first language promote development of skills in their second language? An
experimental evaluation of transfer. Journal
of Educational Psychology, 105 (2), p. 414-426. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1309d9ff-8e44-43df-914a-4f677317ccec%40sessionmgr4005&vid=1&hid=4107
This article evaluates the cross-language
transfer of emergent literacy skills, and the impact that one language had on
the other language regarding those skills.
Results of this study suggest that there was a limited role for the
transfer of emergent literacy skills.
Only certain skills transfer from one language to another. It was also noted that children with greater
ability in one language benefit from instruction in that language more than
children with less ability, which is known as the Matthew effect.
The study provides evidence and
challenges to the idea that first language proficiency could aid in second
language acquisition. These aspects are
relevant as they enlighten the realities of cross-language transfer and offer
implications for addressing the challenges.
Horst, M.,
White, J., Bell, P. (2010). First and second language knowledge in the language
classroom. International Journal of
Bilingualism, 14 (3), p. 331-349. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1f8633ab-0f21-4ad3-aec8-c21cb52a36ea%40sessionmgr4001&vid=1&hid=4107
This article investigates language
instruction in ESL classrooms to connect first language knowledge in acquiring
a new language (English). Designing and
using a series of cross-linguistic awareness (CLA) activities, the authors are
convinced that learning contexts are richer when connections to other
language(s) are made in the classroom.
They argue that raising cross-linguistic awareness hold demonstrative
advantages for learners.
The findings in this article support the
idea of language transfer from first language to a new language, as it allows
children to make meaningful connections between the two. However, the authors do not highlight the
skills that may not have transferred as successfully, which implies the
optimism of their research. Nonetheless,
the findings of the article provide sufficient evidence of positive connections
made between first language knowledge and second language learning.
Kaushanskaya,
M., Gross, M., & Buac, M. (2014). Effects of classroom bilingualism on task-shifting,
verbal memory, and word learning in children. Developmental Science, 17 (4), p. 564-583. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=4ce93e29-4135-406b-890b-8be940359eb2%40sessionmgr4001&vid=1&hid=4107
This article examines the effects of a
classroom bilingual experience in children on a range of cognitive skills. The two groups, monolingual English and
classroom bilingual English-Spanish, were compared on measures of
non-linguistic task shifting, of verbal short-term and working memory, and of
word learning. It was found that the two
groups were neutral on measures of non-linguistic task shifting and verbal
short-term memory. However, on measures
of verbal working memory and of word learning, the classroom bilingual group
outperformed the monolingual group. It
was noted that the length of classroom experience in the second language has
distinct influences on the four cognitive skills being measured.
Although classroom exposure to a second
language may not be adequate to influence changes in cognitive control, it can
facilitate in verbal memory and word learning.
Therefore, this article is useful because it provides implications that
even classroom bilingualism can positively affect cognitive skills in second
language learners.
Konishi, H.,
Kanero, J., Freeman, M.R., Golinkoff, R.M., & Hirsh-Pasek, K. (2014). Six
principles of language development: Implications for second language learners. Developmental Neuropsychology, 39 (5),
p. 404-420. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e1e45af8-ad05-4c61-85ec-c2bb90b613f1%40sessionmgr4005&vid=2&hid=4107
This article explores six principles of
language learning that can be used to provide support for ESL children. The authors have gathered evidence that there
may be sufficient empirical evidence based on their research in language
development to offer these principles to promote ESL children’s language
development and academic success. In
short, the six principles highlight the importance of increased language input,
capturing interest, interactive contexts, meaningful learning environments,
diverse examples and structures, and vocabulary and grammar.
The authors’ compilation of these
principles offers implications for practice in ESL children. The implementation of these principles may
increase language competences of ESL children.
As they move from their first language to English, the information in
this article can guide educators towards building and improving students’
language development and skills, using first language contexts.
Marmol, G.A.
(2011). Vocabulary input in classroom materials: Two EFL coursebooks used in
Spanish schools. RESLA, 24, p. 9-28.
Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=b2c0272d-c74f-41c7-9d66-7321990dce34%40sessionmgr4005&vid=1&hid=4107
This article analyzes how two EFL course
books, widely used in Spanish Primary Education, deal with vocabulary in
quantitative terms. It also raises awareness
of the role of the course book in vocabulary learning. The author found that the two books, Bugs and
English Adventure, have widely different, yet dependently effective, approaches
to vocabulary learning. The findings
show differences in vocabulary input, philosophies, lexical density indexes,
and frequency levels.
Analyzing course book content is
important in ensuring that what is being learned is appropriate for the
learners. This study, although limited
to two English language course books, raises awareness of what constitutes one
of the key elements in the ESL classroom.
Course book contexts offer students opportunities to visualize, analyze,
and determine similarities and differences between their first language and
English. Therefore, this article is
useful because it provides the educator a new perspective on English language
teaching approaches, possibly building from first language competencies to
English.
Skouge, J., Rao,
K., Boisvert, P. (2007). Promoting early literacy for diverse learners using
audio and video technology. Early
Childhood Education Journal, 35 (1), p. 5-11. Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=99eadf7d-b6d0-4302-aff1-fdc0758419d0%40sessionmgr4005&vid=1&hid=4107
This article examines the practical
applications of multimedia technologies to support early literacy, with special
emphasis given to the needs of children with disabilities and children
acquiring a second language. The authors
express the idea that technology can be utilized to build literacy-rich
contexts for children. Multimedia
discussed in this article that is already familiar to the world’s youth, such
as audio and visual recordings, CD and DVD burning, and podcasting, could enable
access to a variety of resources under qualified conditions. Though, despite the infinite possibilities of
using technology tools to support literacy learning, the authors addressed the
challenges associated with extending access to literacy to the two particular
groups of children, which could mean the difference between success and failure
in school. The main challenge discussed
in this article is educator-centered—the risks, investments, and partnerships
that educators would need to integrate technology with literacy. Other challenges to be considered that were
not highlighted in this article are the demographics and financial situations
of the district(s) involved (namely those with limited resources and access to
technology) and the insurance of appropriate use of technology. Despite these challenges, the authors note
that in a decade’s time, all the technologies described will be
commonplace.
Technology is certainly bridging many
gaps in education, and this article provides useful strategies and tools that
connect technology to second language learning. This article opens the conversation for educators
to utilize technology to assist ELLs in learning and building literacy in
English. Many applications support
multiple languages that could be helpful to ELLs in transferring knowledge from
their first language to English.
Yazici, Z.,
Ilter, G., Glover, P. (2010). How bilingual is bilingual? Mother-tongue
proficiency and learning through a second language. International Journal of Early Years Education, 18 (3), p. 259-268.
Retrieved from: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=9a44c1c5-80f0-4606-8ea0-4c94851816b3%40sessionmgr4001&vid=1&hid=4107
This article discusses second
language education through first language, or mother-tongue, competence in
preschool migrant children. Based on
their study, the authors found that home education in the mother-tongue could
raise levels of competence in the second language learned in the classroom, as
well as increase educational opportunities.
The authors have noted that mother-tongue competence can positively
affect reading in the second language, specifically.
The authors provide supporting
evidence that a child’s proficiency in their first language can play a key role
in learning a second language. Therefore,
this article is relevant as it directly focuses on language transfer and
influence from first language competence to second language learning.
Hi:
ReplyDeleteExcellent work!
-j-