Building Literacy with English Language Learners: Insights from Linguistics
Abstract
Lems, Miller, and Soro recently released the second edition of their book, Building Literacy with English Language Learners: Insights from Linguistics (Guilford, 2017). The book's premise is that language educators need to have a solid background in linguistics in order to understand the ways in which children acquire and learn languages and literacy. When educators understand how children develop and use language skills through the lens of linguistics, they can make better decisions about instruction and planning. Kay concepts include the importance and continuum of oracy (the listening and speaking domains), the role of orthography in learning to read and write, how morphemes help build vocabulary, comprehension strategies, differences between learning to read in a first language versus a second language, and a new chapter about changes to literacy and language learning in the age of the digital revolution. The book, used in graduate programs for inservice and preservice teachers, fills a vital role in helping educators combine their knowledge of second language acquisition and linguistics with literacy development in order to activate the potential of English language learners they teach.
... Thus, mastery of the Spanish language should be relatively quicker than that of an opaque orthography, or a language with less of a clear match between grapheme to phoneme; such as English, French, or Welsh (Lems, Miller, & Soro, 2010). In fact, this has been demonstrated in linguistic research not only for Spanish, but also for other languages with transparent orthographies such as Italian, German, Finnish, and Croatian (Lems, Miller, & Soro, 2010). ...
... Thus, mastery of the Spanish language should be relatively quicker than that of an opaque orthography, or a language with less of a clear match between grapheme to phoneme; such as English, French, or Welsh (Lems, Miller, & Soro, 2010). In fact, this has been demonstrated in linguistic research not only for Spanish, but also for other languages with transparent orthographies such as Italian, German, Finnish, and Croatian (Lems, Miller, & Soro, 2010). ...
... Many districts solely employing fluency measures to assess struggling Spanish literacy skills may find a larger margin of error than that predicated on English-only research. Thus, the use of fluency as an assessment is still supportive but should be joined with another measure such as a comprehension measure to ensure accurate screening data for Spanish native readers of a transparent orthography (Lems, Miller, & Soro, 2010). ...
... As far as reading strategies are concerned, reading in a new language other than the mother tongue is, arguably, a challenge. Lems, Miller, and Soro (2010) contend that English reading difficulties stem from (a) the opacity of English orthography, (b) incomplete knowledge of the syntax and grammatical structures of the language, and (b) the limits of working memory. Learners enrolled in English language programs need to use such strategies to do well in their studies. ...
... Almaktary (2018) asserted that successful language learners tend to use helpful strategies, and if less successful learners employ such strategies, they would lead them to successful learning. In a similar vein, Lems et al. (2010) advocated that successful learners "orchestrate a repertoire of strategies that serve them as they read different kinds of texts for a variety of purposes" (p. 172). ...
The enticing change in learning language modes and mediums dictates an update of the learning strategies profile. Using descriptive analysis, this study set out to explore reading strategies (RSs) at the undergraduate level in Jordan. Data were gleaned from a conveniently-sampled cohort of learners (n=54) enrolled in a BA program at the Faculty of Arts, Philadelphia University. The initial sample responded to a questionnaire, and a sub-sample of this cohort were observed reading academic texts to strengthen the investigation. Findings showed that, irrespective of gender, learners of English read strategically. They tend to employ most of the strategies on the RSs inventory. However, they attribute relatively high value to problem-solving strategies than global and support strategies (μ=4.1682, 3.8622, 3.7547, respectively). Besides, they tend to use strategies during and less frequently before and after reading, which signals some implications for pedagogues and course description designers.
... He posited a common underlying proficiency between two languages which, purportedly, could help pre-kindergarten to 12th grade (PreK-12) students achieve high levels of literacy. Cummins' assumption was that, all other things being equal, native language literacy would assist L2 literacy (Lems et al., 2017); in other words, 'prior literacy experience affects L2 reading development' (Koda, 2014: 313). These observations must be tempered by the fact that L2 reading comprehension depends on a broad spectrum of factors, including some aspect of L1 literacy (Birch, 2015;Hamada andKoda, 2008;Koda, 2005;Lems et al., 2017;Van Gelderen et al., 2007). ...
... Cummins' assumption was that, all other things being equal, native language literacy would assist L2 literacy (Lems et al., 2017); in other words, 'prior literacy experience affects L2 reading development' (Koda, 2014: 313). These observations must be tempered by the fact that L2 reading comprehension depends on a broad spectrum of factors, including some aspect of L1 literacy (Birch, 2015;Hamada andKoda, 2008;Koda, 2005;Lems et al., 2017;Van Gelderen et al., 2007). Koda (2014) advanced two hypotheses to explain how language-specific and nonlanguage specific skills affect reading development in an L2: the 'central processing' hypothesis and the 'script-dependent' hypothesis. ...
The effect of first language transfer on second language acquisition and learning has been a major theoretical concept in second language research and pedagogy since the 1950s. In order to give a historical perspective, the authors offer a brief presentation of some of the major topics from the broad spectrum of issues that have been examined by the applied linguistics research community during the past six decades and some significant developments in neuroimaging and cognitive science that have allowed researchers to investigate the role that first language plays in transfer to second language during neural activity and cognitive processing. The paper concludes with some pedagogical implications for second language instructors.
... He posited a common underlying proficiency between two languages which, purportedly, could help pre-kindergarten to 12th grade (PreK-12) students achieve high levels of literacy. Cummins' assumption was that, all other things being equal, native language literacy would assist L2 literacy (Lems et al., 2017); in other words, 'prior literacy experience affects L2 reading development' (Koda, 2014: 313). These observations must be tempered by the fact that L2 reading comprehension depends on a broad spectrum of factors, including some aspect of L1 literacy (Birch, 2015;Hamada andKoda, 2008;Koda, 2005;Lems et al., 2017;Van Gelderen et al., 2007). ...
... Cummins' assumption was that, all other things being equal, native language literacy would assist L2 literacy (Lems et al., 2017); in other words, 'prior literacy experience affects L2 reading development' (Koda, 2014: 313). These observations must be tempered by the fact that L2 reading comprehension depends on a broad spectrum of factors, including some aspect of L1 literacy (Birch, 2015;Hamada andKoda, 2008;Koda, 2005;Lems et al., 2017;Van Gelderen et al., 2007). Koda (2014) advanced two hypotheses to explain how language-specific and nonlanguage specific skills affect reading development in an L2: the 'central processing' hypothesis and the 'script-dependent' hypothesis. ...
Peer feedback has long been recognized for its value in improving L2 learning outcomes. However, limited attention has been given to the potential influence of translanguaging in the process of online peer feedback on learners’ L2 writing performance. To fill the gap, we carried out this mixed-methods study to examine to what extent translanguaging in online peer feedback contributes to L2 writing performance. A total of 79 Chinese EFL university students participated in three rounds of online peer feedback with a control group using only L2 English (n = 39) and an experimental group adopting translanguaging (n = 40) in the process of online peer feedback. Six semi-structured interviews were also carried out to solicit participants’ understanding of online peer feedback. The quantitative results revealed that translanguaging online peer feedback, compared to English-only online peer feedback, was significantly more conducive to the improvement of learners’ L2 writing performance in the first round of online peer feedback. However, such a significant difference was not observed in the second and third rounds of online peer feedback. The qualitative findings, on the other hand, showed that both conditions of online peer feedback were supported for their own advantages of improving learners’ L2 writing. Additionally, the qualitative findings suggested that factors, such as motivation (Wang, 2019), agency, self-efficacy, and translanguaging awareness, should be taken into consideration to enhance students’ translanguaging practice.
Keywords: Translanguaging, English-only, online peer feedback, L2 writing performance, EFL
... Cognates are words across languages sharing the same root word (e.g., international in English and internacional in Spanish). Comparing cognate structures with root words in EBs' home language(s) facilitates meaningful connections to English (Lems et al., 2017). ...
... This was not evident in the analyzed post-CCS teacher guide units. Depending on EBs' home languages, meaningful instruction of cognates can make cross-language comparisons visible to provide important connections (e.g., edificio, edifice) that may result in positive crosslinguistic influence for language development (Lems et al., 2017). Online resources provide lists of cognates, which are helpful when planning vocabulary-embedded lessons (e.g., https://www.realf ...
This article provides a “snapshot” of fourth grade English Language Arts (ELA) vocabulary instruction before and after implementation of college and career readiness standards. Our exploratory study's findings demonstrate the instructional shifts for teaching deep vocabulary knowledge as required by college and career readiness standards, including a greater frequency of oral discussions. Many emergent bilinguals are placed in classrooms where English-medium instruction is the norm, preventing them from using their home language to make meaning and actively participate in the classroom; this stymies language learning and limits opportunities for developing deep vocabulary knowledge. Instructional strategies that build on the ELA vocabulary directives are suggested using a translanguaging perspective to develop emergent bilinguals’ language and vocabulary knowledge. These instructional suggestions can be implemented by all teachers serving bilingual learners, including those who are not bilingual in English-medium settings.
... Further benefit of ER is the increase in students' positive attitudes toward reading (Waring and Husna, 2019;Zhou and Day, 2021) and improved reading behaviour (Dickinson and Nakayama, 2018) and develop automaticity (Appleton, 2006;Walter, 2006). According to Lems, Miller and Soro (2017), ER is considered "the best universal method to help all learners consolidate their reading comprehension" (p.221). ...
Teaching reading is a complex act, and is made more challenging if the teaching environment
is very complicated as it was in many contexts during the COVID-19 pandemic. This
unfavourable context required teachers to engage in regular reflections to make critical
decisions about how to respond to the pandemic and its regulations to improve their practice.
Post pandemic, the current study captures the reflections of two Foundation Phase (FP) teachers
who were asked to reflect on their experience of implementing an extensive reading programme
with 7-10 year-old learners amidst COVID-19 lockdown in a township in South Africa. This
qualitative, interpretative study used data generated through self-reflective journals and focus
group discussions to document experiences of two participating teachers. Analysis of the
reflections show that COVID-19 regulations negatively impacted the successful
implementation of the programme. However, teachers were overwhelmingly positive about the
benefits of implementing the programme during this time, as they became more reflexive and
reflective in their practice. Findings imply that challenges in implementation should not be
regarded as obstacles of weakness but as new opportunities of knowledge. Recommendations
for implementing reading programmes post-COVID-19 are provided based on the data
collected.
... The reasons for selecting those testing methods were as follows: (1) Lems et al (2010) stated that those methods were deemed appropriate for assessing students' reading comprehension because they aligned with the student body's existing knowledge of metacognition, Henry et al (2005), schema theory, and contextual word meaning-all of which are crucial components of reading comprehension; and (2) those methods were useful. ...
The purpose of the study was to find out the comparative achievement of multiple choice test and bracket test in reading comprehension in the second semester of the department of english, University of FKIP Batanghari. This study used a mixed method approach. The subject of the test would be second semester english students of FKIP Batanghari University. Data was collected through two instruments, which were a test and an interview. Based on the results of this study, the author found that students scored higher in the cloze test than in the multiple choice test. The result of the interview showed that the students preferred to answer the question in the cloze test than in the multiple choice question because they were easier to understand. These perceptions confirm the differences in student scores on the first research question. However, the result also showed that the multiple choice test is a better measure of students' reading comprehension. The students' impressions and opinions about the tests and their own performance were recorded and considered. Implications of results and recommendations further research is needed to obtain detailed and usable information to improve students' reading comprehension and achievement in the future.
... Then Johnson (2008) cited in Astarilla & Warman (2016) argues that reading is the process that extracts meaning from text. In addition, Lems et al (2010), stated that reading is an interactive process that involves the text being read with the reader's strategy and background knowledge. It is imperative for students to adeptly comprehend textual content to facilitate the efficient extraction of requisite information, thereby enabling the effective acquisition of both broad and nuanced knowledge from it. ...
This quantitative descriptive research aimed to find the abilities of the students at one school in Riau Island Province in comprehending narrative texts. The population was 80 students. 28 students were taken as the sample selected by using a purposive sampling technique. The instrument to collect the data was a reading test. The reading test consisted of 5 short narrative texts. Each consists of 8 questions that cover the components of reading such as factual information, main ideas, meaning of certain words, references, and inferences, then the components of narrative texts such as generic structures, language features, and social functions. To analyze the data, the writer calculated the data by using Microsoft Excel 2016. The data analysis showed that the mean score of their ability in comprehending components of reading was 47% while comprehending narrative texts at 53% so their total at 50% and categorized into medium level. The finding of research also showed that the lowest ability for students was in answering questions about finding the meaning of certain words at 43%. It is suggested that students must do more practice in reading, then they should learn more about the eight components of reading comprehension of narrative texts such as factual information, main ideas, vocabulary, references, inferences, generic structure, language features, and social functions. Then learn reading strategy’s such as schema, skimming and scanning.
... When students are allowed to use their native language in the classroom, both their subject content performance and English-language development improved (Kang & Pham, 1995). Lems (2017) also demonstrated that "educators need to consider children's home languages and dialects as assets" (p.19). Crawford (1995) revealed that students can shift their skills in content areas that they learned in their first languages to the second language. ...
Comparison is an important mechanism for learning in general, and comparing two worked examples has garnered support over the last 15 years as an effective tool for learning algebra in mainstream classrooms. This study was aimed at improving our understanding of how Modified for Language Support-Worked Example Pairs (MLS-WEPs) contribute to effective mathematics learning in an ESOL (English to Speakers of Other Languages) context. It investigated a novel instructional approach to help English Learners (ELs) develop better understanding in mathematical reasoning, problem solving, and literacy skills (listening, reading, writing, and speaking). Findings suggest that MLS-WEPs not only enhanced ELs’ ability to solve algebra problems, but it also improved their written explanation skills and enabled them to transfer such skills to different mathematical concepts. Moreover, when controlling for ELs’ prior knowledge, the effectiveness of the MLS-WEPs intervention for performing and explaining calculations did not vary by their English proficiency.
... Reading and writing give much contribution to students' success in learning process. Lems et al (2009) state that there are five reasons why reading in English is important. First, reading in English helps the readers learn to think in English. ...
The aim of this study was to investigate the effectiveness of (Generating Interaction between schemata and Text) GIST strategy in enhancing the students’ achievement in reading comprehension and writing. This study applied quasi-experimental method with nonequivalent pretest-posttest groups’ design. Forty two students were selected as the sample. They were divided equally into experimental and control groups. Reading and writing tests were used to collect the data. Paired and independent sample t-test, and linear regression were applied to analyze the data. The result showed that GIST strategy improves the students' achievement in most aspects of reading comprehension and writing. However, GIST strategy does not give the significant improvement to the students’ achievement in inference aspect of reading comprehension and developing ideas aspect of writing. It implies that English teacher should use the strategy more carefully to improve all the aspects of reading comprehension and writing, especially the inference aspect of reading and the developing ideas aspect of writing.
... The decoding aspect is critical in learning how to read and will be unpacked further in the next section. Beyond word recognition, skilled readers apply a number of strategies, knowledge and skills to comprehend a text, for example, vocabulary knowledge, prior knowledge, questioning, and comprehension monitoring (Duke & Pearson 2002;Lems, Miller & Soro 2017). ...
Background: By Grade 4, learners should be able to read fluently and comprehend reading materials at their grade level. However, many learners in Africa, particularly in the Namibian context, seem to go through the primary phase with poor reading skills.
Aim: This article examines the overall reading growth of Grade 5 learners, and then disaggregates performance according to grade age level and older Grade 5 learners in intervention and control schools.
Setting: Data for this study were collected from four low performing schools in the Zambezi Region of north-eastern Namibia.
Methods: Data are drawn from a quasi-experimental study in which teachers in intervention schools were provided with ongoing support over 4 months to enhance their content and pedagogical knowledge about reading, with the ultimate goal of improving Grade 5 learners’ reading outcomes.
Results: While reading scores were generally low across the schools, differential effects in terms of age clearly emerged. Significant differences emerged between grade-appropriate age groups (10 and 11-year-olds) and older learners (12–16-year-olds) in all the assessments, with older learners, expected to be cognitively more mature, showing the least progress. The results also showed better progress across age groups in intervention schools than in control schools.
Conclusion: The findings indicate that explicit reading instructional practices can lead to significant gains in reading even among learners showing low reading scores in poor schooling contexts.
Contribution: This study contributes to the knowledge of the factors that influence reading progress and learning among children in low-performing schools in low socioeconomic contexts.
... In teaching Turkish as a foreign language, a number of strategies are employed before, during and after reading to improve reading comprehension skills (Lems et al., 2010). The main purpose of pre-reading activities is to mobilize prior knowledge, to provide information about the content of the subject to be read and to determine the purpose of reading. ...
Different methods, techniques and strategies are employed in teaching to improve reading, especially comprehension skills to ensure reading motivation. The aim of this study is to determine the effect of readers theater on reading comprehension skills and reading motivation in teaching Turkish as a foreign language. In the study, in which an exploratory mixed design in which quantitative and qualitative research methods were used together was preferred, the subjects were determined by convenience sampling. Accordingly, 61 B1 level students (31 experimental, 30 control) learning Turkish as a foreign language at a state university in southern Turkey were assigned as the experimental and control groups. Reading comprehension achievement test was used to collect data in the study., reading motivation scale and semi-structured interview form were used to collect data. Dependent and independent groups t-test was used to analyze quantitative data; descriptive analysis and content analysis were used to analyze qualitative data. The results reveal that the reading theater technique had a positive effect on the reading comprehension skills and reading motivation of the students in the experimental group. In addition, it was determined that the students expressed positive opinions about the reading theater. Based on these results, it is suggested that reading theater technique should be used to increase the reading motivation of Turkish as a foreign language learner and improve their reading comprehension skills.
... Reading comprehension is a dynamic process and an evolving interaction between the reader's background knowledge and the text (Lems et al., 2010). Specifically, reading comprehension is the ability to understand what is being described in a text rather than interpreting isolated words or sentences for meaning (Woolley, 2011). ...
The current study investigated the effect of the Predict, Organize, Search, Summarize, and Evaluate (POSSE) strategy on developing reading comprehension levels for physics texts and reducing physics anxiety among high school students in Saudi Arabia. The researcher used a quasi-experimental design, which allowed two groups to be compared in this study: an experimental group and a control group. Additionally, inferential statistics were used to estimate differences between the two groups. A convenience sample of 70 male high school students from the city of Dammam was chosen to participate in this study. The instruments used to collect data were developed by the researcher; they included a reading comprehension test on physics texts and a physics anxiety questionnaire. The results indicated that the POSSE strategy had a significant positive impact on the participants’ relation to physics. Evidence from this study suggests that the POSSE strategy provided students with multiple opportunities to understand how expository texts are structured and develop deeper comprehension skills. The strategy also helped students feel more in control and less anxious about the physics material.
... Low-level English linguistic skills, such as reading comprehension and vocabulary, can be difficult to learn in a second linguistic, because they are explicitly linguistic-specific and must be learned distinctly for each language. Lems et al. (2017) argue that this is particularly true for people who are learning English from a foreign language. ...
This investigative study has been undertaken to observe a comparison of the scholastic performance between English and Mathematics of 21 st century relating to 12th grade students belonging to Bodoland Territorial Region (BTR) of Assam, India. For in-depth study, a descriptive survey method was employed to find out the nature of the investigation. Two thousand two hundred fifty mathematics and English student completers of twelfth grader in BTR are randomly selected in this investigation. Statistical techniques like descriptive statistics, t-tests, correlation are applied to determine the nature of the problem of scholastic performance between English and Mathematics. After analysis, it is found that there is a negative trend towards learning mathematics compare to English. Revelation from the study it is given to understand that a remarkable difference has been found in respect of the scholastic performance between English and Mathematics of the said region. Further, the study adequately reveals that a significant difference has been found among the boys, girls, tribal, non-tribal as well as rural and urban students regarding their scholastic performance in between the two subjects as mentioned. Resumo: Este estudo investigativo foi realizado para observar uma comparação do desempenho escolar entre inglês e matemática do século 21 em relação aos alunos do 12º ano pertencentes à Região Territorial de Bodoland (BTR) de Assam, na Índia. Para um estudo aprofundado, um método de levantamento descritivo foi empregado para descobrir a natureza da investigação. Dois mil duzentos e cinquenta alunos de matemática e inglês que concluíram a décima segunda série no BTR são selecionados aleatoriamente nesta investigação. Técnicas estatísticas como estatísticas descritivas, testes t, correlação são aplicadas para determinar a natureza do problema de desempenho escolar entre inglês e matemática. Após análise, verifica-se que existe uma tendência negativa em relação à aprendizagem da matemática em relação ao inglês. Revelação do estudo é 1 This publication was supported by the
... In line with those explanations, the lesson done by Lapo (2016) called Soundtrack of My Life says, "music is what helped build my language base and can do the same for other ELL/ESL students" (Lapo, 2016, p. 1). This activity combines the five domains of reading, writing, listening, speaking, and communicative competence (Lems et al., 2017) while tying content to a student's own life. Lapo (2016) mentions that the songs do not have to be in English, "students may choose songs in their native language and choose to translate their meaning and present those to the class" (Lapo, 2016, p. 1). ...
Various factors influence students to be active in learning English. One of them is role-playing and drama in learning songs. The present study aims to showcase EFL students’ emotions in learning English as a foreign language by adopting musical colossal drama project-based learning Nested in a qualitative case study, the eleventh-grade students of a senior secondary school in Purbalingga, Central Java, Indonesia were recruited to participate. Data were garnered through semi-structured interviews and classroom observation. The data were analyzed by employing data reduction, data display, and conclusion verification. Findings of the study demonstrate that the senior high school EFL students showed positive emotions when they engaged in learning English, particularly adopting songs, in the frame of musical colossal drama project-based learning. Another finding reveals that musical colossal drama project-based learning boosted the EFL students’ 21st century skills, i.e., critical thinking, creative thinking, communicating, and collaborating. This study promotes some empirical evidence for how musical colossal drama is organized to foster students’ involvement in a project-based English language learning.
... As an interactive process, reading involves the bottom-up and top-down skills for the learners (Lems et al., 2010). Bottom-up relates to the mastery of the word-level skills while the top-down skills relates to the analytical skills need for the comprehension. ...
This research is aimed at investigating the effectiveness of Directed Reading Thinking strategy on students’ comprehension of academic reading. In order to be successful in reading comprehension, learners should actively process what they have read and it can be gained by certain practice and strategy. One of the strategy to be used is Directed Reading Thinking Activity which guide the students in making prediction before they read and confirming and refuting the prediction after reading the text. Using DRTA strategy, the students will be trained to be active and thoughtful readers. This research used pre experimental research design with one group pretest posttest design. The result of the hypothesis testing using paired sample t-test showed the significant value 0.002 is lower than level of significance 0.05. It means H0 is rejected and it can be stated that there is a significant difference on the students’ reading comprehension after being taught using DRTA strategy. Thus, it can be concluded that DRTA strategy was effective to teach reading comprehension.
... Often, the lessons were not related to what students were studying in their homeroom and they dealt with isolated language structures or specific lexical items or semantic fields deemed relevant by the ESL teacher. Students did improve their language skills, but were not always able to relate class content to the ESL class and, thus, ESL instruction became a content in itself, which should not be the case for students who are developing second language literacy (Lems at al., 2017;Naiditch & Selinker, 2017;Crawford & Krashen, 2015). ...
... Correspondingly, a considerable body of international research undertaken in educational settings continues to report that experiences, skills, and knowledge from one language can transfer readily to learning to read and write in another targeted language, when students are supported in how to use the potential effects to their advantage (e.g. Cummins, 2014;Gibbons, 1991;Goodman et al., 1979;Lems et al., 2010;Rymes, 2014). With these tenets in mind, national and international educators and scholars are re-examining policy and curriculum and reimagining teaching and learning to disrupt, rather than perpetuate, monolingual orientations in education (Schalley et al., 2015). ...
In this paper, we discuss the place of plurilingualism in Language and Literacy Education. The article problematises English-only, monolingual-centric assumptions upon which much of Australia’s current literacy education policy discourse has been based, to instead advance pluriliteracies as an alternate, more generative lens through which to view literacy learners, literacy learning, and literacy capabilities. The paper begins with tensions inherent in how policy “imagines” learners in Australian schools, and the problem of imposing English-only, monolingual-centric notions of literacy when multilingualism is increasingly more the norm than the exception in many mainstream Australian classrooms. We consider how a pluriliteracy perspective on literacy education offers a more appropriate approach to addressing learners’ developmental literacy needs, with particular attention to students’ identity and agency. Finally, we consider effective implementation of plurilingual approaches to language and learning, with a focus on the intersection of ideology, practice, and policy.
... These characteristics of motivated students was used as the indicators to arrange the questionnaire that consisted of 30 items which was used to observe and obtain data of students' motivation in learning especially at the 4 ℎ semester students of English Lan- Reading comprehension is a complex task, which requires the orchestration of many different cognitive skills and abilities (Oakhill, et al, 2015). Reading comprehension requires moving swiftly and accurately through connected texts in many genres, and fluency helps students build the endurance to keep moving and bring text processing up to speed (Lems, et al, 2010). Based on those definitions, it can be concluded that reading comprehension is a complex task which has to be achieved by the reader and it requires a various cognitive skills in order to gain a full meaning from the text. ...
This research aimed to know the correlation between students’ motivation and reading comprehension achievement. This research was as kind of correlational research with Pearson Product Moment Formula. It was conducted at the 4
... There are ways that enhance effective English literacy skill development for English language learners, according to Lems, Miller, and Soro (2017), which are explicitly classified into categories focused on word learning, phrases and sentences, and paragraphs and discourse. The instructional focus at the word learning level is on vocabulary pre-teaching, or frontloading, which increases oral and visual familiarity to benefit the English language learner as they encounter new vocabulary within the text. ...
Engagement and interaction with another interlocutor (perhaps a more competent one, such as a teacher or native speaker) especially in the pandemic is believed to enable the student to express and respond with any challenges presented by the input. Opportunities for English learning are developed as a result of this approach. The descriptive correlational study designed to confirm the significant relationship between language learning opportunities and English language competence of First Year BS-Criminology students under the New Normal Setting. The results shown that there is a very high level of language learning opportunities with a mean of 4. 49. While the English language competence has a mean score of 4. 47 which entails very high distinction. Meanwhile, when it comes to confirming the significant relationship, it was found out that there is indeed a great association between the two variables with a relationship value of 0.55 while its significance has a value of 0.00693. With this, it is recommended that students must have opportunities to acquire the language in all circumstances and contexts in order to improve their proficiency. Teachers, family, and peers play a much larger role in the process. Exposure to English input through speaking, writing, and other means of activities is beneficial since it provides more opportunities to learn the second language. Hence, passive English exposure would not yield the expected results. The findings of this study also serve as a guidance for English learners and teachers on what has been demonstrated to be useful for successful language learners.
... 3. Process writing at an efficient rate of speed to suit the purpose. 4. Recognize a core of words, and interpret word order patterns and their significance. ...
Content-Based Instruction (CBI) is a very good concept to apply in any class including English Language Education class. Teaching language skills by having certain content is one of what CBI does. This research aims at developing Reading I materials by integrating reading skill and pedagogical knowledge for English Language Education students of University of Potensi Utama. It applied Research and Development (R&D) which dealt with some stages: needs analysis, review of literature, product development, expert validation, try out and dissemination. The result of this research is a set of text book of Reading I Materials containing pedagogical content which can be used in English Language Education of University of Potensi Utama. After try out, students who were respondents of this research said that Reading I materials developed by integrating reading and pedagogical skills are very interesting and useful because it relates to their interests and add their knowledge on English language teaching.
... However, for the context under investigation, the relationship of literacy to phonological awareness is considered to be the most suitable predictor of literacy development in both the L1 and L2. It is argued that knowledge of the grapheme-phoneme correspondences, also referred to as alphabetic knowledge (Lems, Miller, & Soro, 2017), is of particular importance for literacy acquisition to reach an advanced level. ...
Phonological awareness is the conscious awareness that oral language can be subdivided into subcomponents, including words, syllables, rhymes, and sounds. Its importance has been identified in the development of children's literacy in L1, especially in terms of spelling, writing, and reading. Phonological awareness is of special importance for L2 acquisition as well, suggesting a strong correlation between this metalinguistic proficiency and literacy. This chapter examines this relation in young adults who are already literate in the L1 by providing an overview of the understudied area of L2 phonological awareness and its connection to spoken and written literacy. It is argued that phonological awareness influences spoken and written literacy skills given that L2 English users transfer L1 phonological awareness skills to the target language. In this context, the author suggests that instruction should be provided in the form of short, fun activities matching the interests of the young L2 adults.
... Moreover, to acknowledge language experiences of immigrant students and in foreign language education in English-speaking countries, the term of NESs needs to embrace native speakers of multiple languages with English as one of them in practice and scholarship. Furthermore, English reading and writing processes are regarded as "the cornerstones of academic success" (Lems, Miller, & Soro, 2017, p. 230), because both are involved with various genres, connected between phonemes and graphemes, reduced in context, embedded in component processes, loaded in information processing, and more sophisticatedly structured than oral English (Lems et al., 2017;Perkins & Jiang, 2019). ...
English imperialism has helped form the dominance of one-way communication from Native English Speakers (NESs) to English learners, resembled in the existing literature of international education and exchange education (i.e. study abroad programs). Such unbalanced foci in the ongoing scholarship of exchange programs, including Virtual Exchange (VE), do not equally represent the whole participating parties of collaboration and furthermore overlook the learning needs and achievements from NESs. Noticing such a gap in the scholarship, the author intended to explore what NESs and native speakers of more than English have taken away from a Collaborative Online International Learning (COIL) project between a university in China and a Hispanic-Serving Institution in the U.S. Twenty-one U.S. students in a writing-as-processes course were asynchronously collaborated with 20 students in a reading-writing course in China over ten weeks. The COIL data of this case study was from U.S. students’ reflections on the peer review giving and given and their COIL reflections. The qualitative findings revealed that Peer Feedback (PF) via COIL broadened participants’ insight about contrastive rhetoric, English as pluralistic, and cross-cultural communication. The COIL project also offered multi-dimensional enrichment and promoted 21st century skills in general. The participants expected some form of continuous VE projects, similar to the current COIL project, in the subsequent semesters. Those findings implied practical considerations of how to further develop COIL – synchronous or/and asynchronous modes, multi-layered collaborations, individual and collective communication, and a balance among students’ autonomy, technology support, and instructors’ affordability of additional arrangements for details. The significance of the study lies in the fact that the findings would help mitigate and balance scholarly attention to students’ takeaways from both participating parties.
... Globalisation has led to growing cultural and linguistic diversity in contemporary education settings (Scarino, 2014). Accordingly, research has examined the effects of global movement on students and educators (Lems et al., 2017). Students living in native English-speaking countries whose first and primary language is not English are often defined as English language learners ( (Farver et al., 2013) and represent the fastest-growing section of the schoolage population in many native English-speaking countries (Demie, 2018;Farver et al., 2013;Ferlis & Xu, 2016). ...
The development of emergent literacy skills at an early age sets learners on a positive trajectory for later literacy skills and overall academic success. Although the development of emergent literacy skills is a major focus of preschool programmes internationally, English language learners (ELLs) often display difficulties with emergent literacy skills upon entry to primary school, in comparison to their peers whose first language is English. Consequently, the identification of effective emergent literacy interventions for ELL is of paramount importance. To date, however, a comprehensive review of the effectiveness of dialogic reading interventions for developing the emergent literacy skills of ELLs has not been conducted. Following PRISMA procedures, a systematic review was undertaken and 6 studies were found to meet the inclusion criteria. Gough’s (2007) Weight of Evidence framework was used to evaluate the methodological quality, methodological relevance and relevance of the evidence to the research question presented. Findings demonstrated that dialogic reading interventions are effective for developing the emergent oral language skills of ELLs but may not be effective for developing the emergent reading or writing skills of these learners. The implications of the findings for practice and research are discussed.
... The students' fluency in reading comprehension of SLA is a key factor and adequate improvement in learning to read. Developing fluency in reading is very important to achieve comprehension (Lems et al., 2010). Thus, fluency is part of the developmental reading process in which readers move beyond word recognition to begin to stitch together meanings across words. ...
The purpose of this research is to describe how students achieve their reading comprehension performance when they apply the KWL (Know, Want to Know, Learned) Strategy. KWL is a strategy that can better comprehend the content of material read by the students. Using this strategy can help the students read effectively and efficiently to build their comprehension. After analyzing the data, the finding shows that the KWL Strategy positively contributes to the students’ achievement in their reading comprehension. It can be seen from the progress of scores in each cycle that the students acquired. Other aspects that the students should have in applying this strategy, such as motivation and vocabulary mastery, play a vital role in classroom activities; besides, the serious attention of the teacher to use the procedures of KWL strategy is necessary. The result of this research is KWL strategy can increase the students' reading comprehension in Second Language Acquisition (SLA) subject by applying some modifications to the procedures. Considering the result from the research, the researcher recommends that the KWL strategy be continuously implemented in activating students’ reading comprehension.ABSTRAKTujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana siswa mencapai pemahamannya ketika menerapkan Strategi KWL. KWL merupakan salah satu strategi yang dapat memberikan pemahaman yang lebih baik akan sebuah konten materi yang dibaca oleh siswa. Penggunaan strategi dapat membantu siswa membaca secara efektif dan efisien untuk membangun pemahaman. Hasil analisis data menunjukkan bahwa Strategi KWL memiliki kontribusi positif terhadap prestasi siswa dalam memahami bacaan SLA, hal ini dapat dilihat dari kemajuan akan nilai dalam pembelajaran yang diperoleh siswa. Aspek lain yang harus dimiliki siswa dalam menerapkan strategi ini, misalnya motivasi dan penguasaan kosakata memegang peranan yang sangat penting dalam kegiatan kelas, selain itu perhatian serius dari guru untuk menerapkan prosedur strategi KWL mutlak diperlukan. Hasil dari penelitian ini menunjukkan bahwa strategi KWL dapat meningkatkan pemahaman membaca siswa pada pelajaran SLA dengan penerapan beberapa modifikasi pada prosedurnya. Berdasarkan hasil penelitian tersebut, peneliti merekomendasikan strategi KWL untuk diimplementasikan secara berkelanjutan untuk meningkatkan pemahaman membaca siswa.
... Yet translation is itself a kind of communication, and can be immensely useful to language learners if taught in a way that emphasizes not only lexical and grammatical features, but also context, culture and audience, and many scholars have once again come to see what is known as Translation in Language Teaching (TILT) as a very worthwhile component of the language curriculum (Cook 2009;Lems et al. 2010;Schjoldager 2004). One reason for this is that translation is dependent on both receptive and productive skills and requires deep thinking (Malmkjaer 1998: 8). ...
Student retention in university language programs remains a challenge. This is addressed at one university by combining students from different language disciplines into a single translation unit, with a mix of English and foreign-language instruction. Our study outlines how this unit uses a collaborative model of teaching and learning to combine language, culture and translation, and documents the development of parallel translation assessment tasks. The lecturers reflect critically on assessment practices through the lens of a Classroom Based Assessment framework (Hill 2017) to make our experience explicit and thus guide future practice. The focus is on a translation project that promotes learner agency, risk-taking, collegiality and the development of academic and vocational skills. The collaboration has uncovered a gradual shift in assessment practice towards using context and learner characteristics in re-framing assessment. This model could be adapted and applied to other tertiary contexts.
In Jean Fornasiero, Sarah M.A. Reed, Rob Amery, Eric Bouvet, Kayoko Enomoto and Hui Ling Xu, eds,
... In Illinois and nationwide, dual language programs have enjoyed robust growth. Finally, Americans are coming to understand that bilingualism and biliteracy are not only useful but can be considered a form of giftedness (Lems et al., 2017). However, gifted African-American children are badly underrepresented in such programs. ...
Brief discussion of three issues: 1.) English language learners of African heritage (African immigrants and some South/Central American/Caribbean immigrants) often do not receive home language support; African American children are badly underrepresented in dual language programs; and African American teachers are underrepresented in ESL/EFL teaching. Article concludes by suggestiing some ways to address these issues.
... Бойл [7], Дж. Уейерс [19], К. Лемс, Л. Міллер, Т. Соро [14] та ін. ...
The article analyzes the linguistic and socio-cultural adaptation training of foreign students at the
University of California, Los Angeles, UCLA (USA). It was determined, that acculturation consists of two
main components: linguistic and sociocultural.
It has been reported that programs for improving the level of proficiency in a foreign (English) language for students from other countries should include a certain preparatory complex, the main components of which are reading, writing, listening, speaking, studying grammatical structures and increasing vocabulary, which will allow, firstly, to construct one’s own thoughts in the form of sentences during the interpersonal communication interaction, taking into account the grammatical rules. Secondly, it will form
the ability to communicate on topics of an arbitrary type. The essence of elective courses aimed at the possibility of more branched communication using the idiomatic expressions, slang constructions, American
pronunciation, etc. is considered.
An important role in the foreign students’ language training played the involvement of consultants
into the adaptation process who speak the native language of a foreign student, which allows to minimize
the cross-cultural gap and more quickly establish the interpersonal contact, subsequently conducting bilingual classes, which also contribute to the development of preparatory activities «within society», when
a foreign student gets the opportunity to perform the practical communication, using among other things,
the native language, which ensures a faster acculturation process. Thus, after comparing the courses «Language Exchange» and «English Language Circle», it was revealed that the first is more effective in the development of communication skills due to the fact that it offers the communication with a native speaker,
by the way, the conducting bilingual interaction.
It was found that the socio-cultural component of the preparatory process is an important component of high-quality communication. The analyzed experience of the programs of the University of California made it possible to come to the conclusion about the significant role of familiarizing a foreign student
with the cultural characteristics of the host country by conducting excursions, researching the socially significant areas that influence the American society (media, sport, cinema, etc.).
That is why, the linguistic system of the University of California, Los Angeles is represented by the
programs and courses of the intensive English. For the practical consolidation of theoretical material, the
format of «within society» is actively adopted, which is characterized by the communicative contact with
other personalities who are represented by both student and representatives of local community. Because
of that the immersion approach is implemented.
Further research of this problem should cover the level of linguistic and cultural adaptation training
of foreign students in other higher educational institutions of the United States of America and other states
with a high level of attendance of students from other countries; as well as conducting the comparative
studies between the foreign and domestic experience of foreign students’ adaptation.
... How fast and well one can decode letters in words that are in content or text that is read is referred to as reading fluency, while the ability and skill to build or develop a sense or deduce meaning or sense from a specified written text is described as reading comprehension ability (Lems, Miller & Soro, 2010). ...
This study investigated reading ability, study habits and students’ academic performance in Social Studies. The study was an expos-facto study. The researcher employed a stratified and multi-sampling technique to sample 1103 students. The questionnaire was the instrument utilised to gather data. The Cronbach Alpha was utilised for the determination of the instrument reliability, and a reliability value coefficient value of 0.78 for Reading Fluency, 0.90 for Passage Recall and 0.92 for question Answering and 0.76 for Study habit was obtained. Data generated were evaluated employing correlation co-efficient of determination for the research questions, while the multiple regression and linear regression statistics were utilised to test the null hypotheses. The results indicates that a significant relationship exist between reading ability and students’ performance, study habit and student's performance; no significant statistical relationship exist between sex and students’ performance. It was suggested that students’ reading interest be strengthened by providing and equipping school libraries; reading should be given adequate attention in classroom activity and not left to students’ choice or discretion.
... While using one register, the other need not be completely suppressed, and, consequently, linguistic features of the deactivated register may cause interference (Richards, 1972), a negative form of linguistic transfer or interlingual influence (Milroy & Muysken, 1995). Lems, Miller, and Soro (2017) define interference as "obstacles to second-language literacy based on first-language features" (38). However, it can also entail obstacles in one's first language based on features of one's second language. ...
This paper examines whether use of computer-mediated communication (CMC) and non-standard informal written language therein harms youths' literacy skills. An experiment was conducted with 500 Dutch youths of different educational levels and age groups to assess if social media use affects their school writings. It was measured if chatting via WhatsApp directly impacts youths' performance on a narrative writing task, in terms of writing quality and spelling, or their ability to detect and correct deviations from the standard language in a grammaticality judgement task. WhatsApp use had a direct effect on the story writing task, but only on participants' spelling: adolescents who were primed with WhatsApp immediately beforehand produced significantly fewer misspellings in their narratives. The present study thus gives no cause for concern about negative transfer from social media to school writing: if anything, CMC use may provide youths with greater orthographic awareness and positively affect their spelling performance.
... Mispronunciation is defined as the act or habit of pronouncing a word in a way that is considered as nonstandard, unconventional, or faulty [14]. In addition, Lems, Miller and Soro [15] explained that students may mispronounce the words because there are some sounds that do not really exist in the students' first language or it can be caused by the letters they are trying to pronounce have different sounds in their foreign language, which is English. ...
... Jesa (2008) adds that the CLT approach 'proved to be the scenes of excitement with dialogue, debate, reporting and many such techniques (p.70)' in small groups. For example, in order to teach an extract from A Scots Quair using the CLT, students would discuss the text together to exchange the main ideas because, according to Lems, Miller and Soro (2010), reading in CLT is: ...
Abosnan, Salem Hamed (2016) The teaching of reading English in a foreign language in Libyan universities: methods and models. PhD thesis.
... Yet translation is itself a kind of communication, and can be immensely useful to language learners if taught in a way that emphasizes not only lexical and grammatical features, but also context, culture and audience, and many scholars have once again come to see what is known as Translation in Language Teaching (TILT) as a very worthwhile component of the language curriculum (Cook 2009;Lems et al. 2010;Schjoldager 2004). One reason for this is that translation is dependent on both receptive and productive skills and requires deep thinking (Malmkjaer 1998: 8). ...
Student retention in university language programs remains a challenge. This is addressed at one university by combining students from different language disciplines into a single translation unit, with a mix of English and foreign language instruction. Our study outlines how this unit uses a collaborative model of teaching and learning to combine language, culture and translation, and documents the development of parallel translation assessment tasks. The lecturers reflect critically on assessment practices through the lens of a Classroom Based Assessment framework (Hill 2017) to make our experience explicit and thus guide future practice. The focus is on a translation project that promotes learner agency, risk taking, collegiality and the development of academic and vocational skills. The collaboration has uncovered a gradual shift in assessment practice towards using context and learner characteristics in reframing assessment. This model could be adapted and applied to other tertiary contexts.
... A strategy, as what Brown stated, is a specific way to solve problems or tasks, to acheive the goal, to control or to manage certain information [10]. While reading strategy, according to Lems [11], is a deliberate action done by a reader to facilitate him/her in comprehending the text. Further, a strategy in a teaching and learning of reading refers to what a teacher prepares and do to help his/her students to manage and comprehend what they are reading [9]. ...
... Teachers need to keep in mind that ELs often may not know some of the vocabulary in their native language because they are learning academic language in the school context, which may not be used in the home. Initially, ELs may use spelling and sound patterns from their native language while they gradually learn the similarities and differences with English (Lems et al., 2017). ELs with backgrounds in languages closely related to English can draw on cognates (i.e., words that are closely related to English words) with teacher guidance to facilitate these connections (e.g., information vs información in Spanish) and to overcome false cognates such as embarrassed (e.g., embarazada, which means pregnant). ...
Students' comprehension of narrative texts was hampered in the chosen educational setting, necessitating the implementation of effective interventions. The Rally Coach strategy, an emerging approach, is based on the notion that collaborative learning boosts student performance. This study aims to determine if there is a significant difference in reading comprehension achievement between students taught using the Rally Coach Strategy and those taught using traditional methods. A quasi-experimental research design was employed to assess the efficacy of Spencer Kagan's Rally Coach Strategy in improving students' reading comprehension skills. The study's t-test results showed a significant improvement in reading comprehension, with a value of 6.039 exceeding the t-table result of 2.048, indicating a substantial improvement in reading comprehension achievement. These findings support the alternative hypothesis, implying that implementing the Rally Coach Method in the experimental classroom would significantly improve the quality of reading comprehension instruction. Overall, this study adds valuable empirical evidence to support the Rally Coach strategy's effectiveness in improving students' reading comprehension skills. This study addresses a critical educational concern by identifying a successful intervention to address low reading comprehension achievement and emphasizes the importance of cooperative learning strategies, such as the Rally Coach Strategy, in improving students' overall reading comprehension abilities.
This research study was aimed at improving students’ reading comprehension by using interaction-based activities of grade VIII B students at SMPN 1 Kramatwatu in the academic year of 2020/2021. The actions were conducted based on the curriculum and in line with the course grid and lesson plan developed before conducting the interaction0based activities. This research was action research. It consisted of two cycles, which was conducted for three meetings in the first cycle and second cycle. The subjects of this research study were 36 students of grade VIII B at SMPN 1 Kramatwatu. The data were qualitative and quantitative. The qualitative data were collected through observation, interviews with the students, the English teacher and the research collaborator, and documentation the teaching and learning process. The data were in the forms of field notes, interview transcripts, vignettes, and photographs. While the quantitative data were obtained from tests (pre-test and post-test). The validity of the data was obtained by applying democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity. Time triangulation, theoretical triangulation, and investigator triangulation were also applied to check the trustworthiness of the data. The interaction-based activities were used in each stage to improve the interaction between the students and the teacher. The actions conducting during this research study involved implementing the interaction-based activities, training the students to use reading techniques and strategies, teaching grammatical points, using power point presentations, pictures, and handout, and motivating the students through stories and giving rewards. The research study outcomes show that the students’ reading comprehension improved through the interaction-based activities. There were also improvements in their involvement, confidence and motivation. In terms of reading the texts, the students used some reading techniques and strategies, such as scanning, skimming, and guessing. In terms of students’ behavior, the students also improved their confidence to participate actively in the classroom. The students did not worry of making mistakes in using the English language. The students were active in the discussion activity and giving feedback to each other and helping each other in the classroom activities. The students were enthusiastically in learning reading. Moreover, the students could answer the comprehension tasks well. Furthermore, the students’ reading comprehension were measured quantitatively by comparing mean score of Cycle I and Cycle II. The result revealed that the students’ reading comprehension improved.
EFL students now have more options thanks to the quick advancements in mobile technologies and the appearance of new apps like Telegram. Therefore, the purpose of the current study was to find out how EFL College students felt about using Telegram to learn English. 600 EFL college students-400 females and 200 males-were randomly selected from Jordan's Yarmouk University's English and Translation department for the current study. Data for this inquiry was gathered using a survey questionnaire., which employed a quantitative approach. Based on the statistics, most learners of EFL said Telegram was a useful medium for learning English, especially for the four capabilities of vocabulary and grammar acquisition. The findings of this study might help Jordan's higher education institution modernize its teaching techniques.
This study aims to determine whether online based-learning (e-learning) affects students' covert behavior in English lessons at SMAN 1 Barru and explain the impact of online based-learning (e-learning) on students' covert behavior in English lessons at SMAN 1 Barru. The population of this study was students of SMAN 1 BARRU. This research is a descriptive study. The disguised behavior of social studies students of class XI SMA N 1 Barru falls into the category of less tingi with a percentage52,14% Judging from the results of the hypothesis test (t-test) obtained a calculation of 1.363 < ttabel 1.692 and a significant value of the implementation of e-Learning 0.182 > 0.05. The R value of 0.231 or 23.1% which means that the influence of the implementation of online-based learning (e-Learning) on student behavior covert is 23.1% while 76.9% is influenced by other variables that are not studied. With this, the implementation of online-based learning (e-learning) has no significant effect on the formation of covert behavior of students at SMAN 1 Barru.
This research aims to develop the reading comprehension skills in English written texts of Grade XI students of Madrasah Aliyah Al-Ikhlash Cicalengka, Bandung through the development of critical thinking in teaching process. This research was collaborative classroom action research. The subjects were the 11th grade students of Madrasah Aliyah Al-Ikhlash Cicalengka, Bandung. The data were collected through pretest and posttest, observation, field notes, and interviews. The students were introduced with the concept of critical thinking starting with the concept of position, agreement, disagreement, and argument as well as the categorization of the opinion and fact in the text. Finally the students were asked to do some tasks and give their opinion related to the position of the writer and their background knowledge. The result showed that there was an improvement in teaching processes. In the first cycle, the students’ involvement in classroom activity was improved. There were about 70% of the students who actively involved in the process and it increased in the second cycle. In expressing opinion, the students could actively express their opinion related to the text being discussed both in written and orally. The improvement also occurred in students’ reading comprehension skills score. The result of paired t-test showed that there was significant different in comparison of pretest and both posttests 1 and 2. The result showed that the significant value of 0.000 was smaller than the significant level of 0.05 or 5%. This means that the improvement was significant. The result proved that improving reading comprehension skills could be achieved by developing critical thinking in teaching reading process.
This research aimed at studying the reading skills of finding the main idea of an article, learning new vocabulary, and students’ opinions towards extensive reading through online weekly journals. The sample consisted of 27 third-year students from the Faculty of Social Administration enrolled in English for Social Workers 1 in the first semester of the 2021 academic year. The research instruments consisted of online weekly articles published in reliable online sources, such as the BBC, CNN, and National Geographic, and were relevant to their field of study. The findings showed that (1) students were able to identify the main idea of the written text from reliable online sources based on a topic of interest or field of study. Students could write a summary of the written text to determine the main idea. As for students’ opinions about extensive reading after eight weeks of online reading activities, (2) students were able to read faster and were familiar with reading strategies during the activities. They were capable of reading long articles with new vocabulary and did not have to rely on translation tools.
This research is aimed to determine the kinds of English Intonation used by students when reading aloud. This research was descriptive qualitative. The population were 20 students at the third semester students of English Education Department in UNISMUH Makassar. The instrument used reading text and recording.The result showed that the English intonation used by students when reading aloud a text was very different and varied and the intonation they used was not only rising and falling intonation but also rising falling intonation in some word. Good and correct intonation is very influential on the comfort and for hearing easy to get the meaning of a text.
The objectives of this study are: (1) to describe the development of reading materials for class X of Beauty Program at SMK Pariwisata Imelda Medan, (2) to describe the process of developing reading materials using Genre-based approach for class X of Beauty Program, (3) designing the reading materials using genre-based approach for class X of Beauty Program.This development research is compiled based on the research design of Borg, Gall & Gall (2003) which is simplified into 6 stages, such as: (1) gathering information, (2) data analysis, (3) design new materials, (4) validation of product development, ( 5) Revision of product development, (6) Final Products. This data is obtained through observation, interviews, validation, and questionnaires. The data analysis was taken from the English book and interviews were summarized, main things were selected and focused on important things, while in the questionnaire and validation sheet the steps included: converting qualitative data to quantitative, then grouping the results into various components.Keywords: English reading materials, Genre Based Approach, Vocational High SchoolAbstrakTujuan penelitian ini adalah: (1) mendeskripsikan gambaran awal pengembangan bahan ajar membaca kelas X jurusan Tata Kecantikan di SMK Pariwisata Imelda Medan, (2) mendeskripsikan proses pengembangan bahan ajar membaca yang didesain berdasarkan pendekatan berbasis Genre untuk SMK kelas X jurusan Tata Kecantikan di SMK Pariwisata Imelda Medan, (3) mendesain pengembangan bahan ajar membaca berdasarkan pendekatan berbasis Genre untuk SMK kelas X jurusan Tata Kecantikan,. Penelitian pengembangan ini disusun berdasarkan desain penelitian Borg, Gall & Gall (2003) yang disederhanakan menjadi 6 tahapan, yaitu: (1) Pengumpulan informasi, (2) Analisis Data, (3) Pengembangan Produk, (4) Validasi hasil pengembangan produk, (5) Revisi hasil pengembangan produk, (6) Produk Akhir. Data ini diperoleh melalui observasi, wawancara, validasi, dan kuisioner. Analisis data pada telaah buku bahasa Inggris serta wawancara dirangkum, dipilih hal-hal pokok dan difokuskan kepada hal-hal penting, sedangkan pada kuisioner maupun lembar validasi langkah-langkahnya meliputi: mengubah data kualitatif menjadi kuantitatif, kemudian mengelompokkan hasil pada berbagai komponen.Kata kunci: Bahan Ajar Membaca Bahasa Inggris, Pendekatan Berbasis Genre, Sekolah Menengah Kejuruan
Traditional teaching practices and classroom do not promote many opportunities for the students to participate in the classroom or speak in the classroom rather they are like one-way traffic. The teacher plays an active role and teaches deductively throughout the course. It is regarded as the silent skills which can be learned automatically by the students. But the reality is reading is one of the important receptive skills of the language which enables students to learn or acquire other important skills of the language. It is like the soul of the language which fills the entire body with positive energy. So it is equally important to understand the importance of the reading skills in teaching and learning and develop the techniques and strategies of pedagogy which will make the learning process easier. Strategies are often applied by the teachers and used by the learners to obtain the intended meaning of the text which they read. The paper intends to promote a practical application of classroom pedagogy to teach reading skills using activity-based teaching. It also emphasizes how different strategies of teaching reading and techniques can be used or utilized in teaching through different activities.
It was found that techniques today is the key to effective management of educational institutions in
general and teachers in particular. It determines the search for those management tools that can be used
effectively in the pedagogical process. The technicalization of pedagogical management contributes to its
rationalization, eliminates those actions of the superior and specialists that are not necessary to achieve
the expected result of management, formalizes the implementation of management functions. The article
reveals the specifics of studying the author’s discipline «Techniques of pedagogical management», which
is taught to applicants of the second (master’s) level of higher education specialty 011 «Educational,
pedagogical sciences» (specialization «Management of educational institutions») at Mukachevo State
University. This discipline is aimed at the holistic formation of the readiness of a future leader to apply
the techniques of pedagogical management in a general secondary education institution. The scope of the
discipline, subject, purpose, tasks, interdisciplinary connections are determined; the system of knowledge,
skills, general and professional competencies. The system of professionally important competencies on
which this discipline is focused is also defined: the ability to unite the teaching staff, to turn it into a
team of like-minded people; to develop leadership, unconsciously evoke feelings of admiration and respect
in teachers, students, their parents, etc.; monitoring the educational activities of general secondary
education institutions; strategic planning of educational institution development; delegation of powers;
making management decisions, willingness to take due responsibility for them; establishing a favorable
positive atmosphere in the team; effective communication with participants in the educational process
of general secondary education; rational use of working time; management of the institution by means of
cloud technologies; effective use of marketing communication tools, etc. The expected training results of
future managers are determined. The structure of the discipline is given: content modules, and topics. The
main methods of training and control of applicants’ knowledge are also identified. The specifics of studying
the theoretical and practical material of the discipline are outlined.
Penelitian ini bertujuan untuk mengetahui efektivitas penerapan model pembelajaran cooperative learning tipe Student Teams-Achievement Divisions (STAD) dalam pembelajaran Bahasa Inggris untuk meningkatkan kemampuan membaca pemahaman peserta didik. Studi ini melibatkan peserta didik SMP Negeri I Minas kelas VIII6 sebagai kelas eksperimen dan VIII-7 sebagai kelas kontrol di Kabupaten Siak tahun pelajaran 2016/2017. Teknik pengumpulan data berupa tes membaca pemahaman, angket dan observasi. Hasil uji hipotesis dapat disimpulkan bahwa penerapan model pembelajaran cooperative learning tipe STAD secara signifikan dapat meningkatkan keterampilan membaca pemahaman pada pembelajaran Bahasa Inggris.
The percentage of English Language Learners (ELLs) has grown in public schools across the United States in recent decades. Curriculum materials libraries associated with teacher education programs must modify their collections to better prepare teachers for work in these increasingly diverse preschool to twelfth grade (P-12) schools. This article describes how librarians at a research institution in one of the country’s largest school districts approached a collection development project in support of young ELLs and the educators who work with them. Prior to purchasing any new materials, the librarians assessed the current collection, surveyed the literature and current practices regarding ELL collections, and researched characteristics of the local school district. Age-appropriate non-English language materials can help to support the continued development of home languages and culture, while nontraditional youth formats, including graphic novels and hi-lo books, provide ELLs with the opportunity to read developmentally appropriate materials with less text intimidation.
Introduction. This article examines the role of the first language and translation in foreign language teaching-learning process as well as their relevance and importance in professional training of Linguistics students particularly with regard to the formation of intercultural competence of the students majoring in interpreting and translation. The exceptional role of improving and perfecting the first language, or native tongue proficiency, in this process is emphasized. The importance of a native language as a pedagogical instrument in university teaching-learning process needs to be reassessed. For overcoming present challenges of foreign language teaching an imbedded native language paradigm should be developed.Methodology and sources. The present study was based on the authors’ personal experience in teaching EFL to engineering students, as well as in teaching the English Language and Translation from English into Russian. The students had to do the tasks, which were evaluated and analyzed. In addition, the students were asked to complete questionnaires.Results and discussion. One of the major the outcomes of the study is the conclusion that a native language should be an integral part of an efficient foreign language teaching paradigm to form a polylingual and polyculturally educated individuals. Unambiguous correlation between the native tongue proficiency and the foreign language mastering levels was discovered.Conclusion. Taking into account the rapid development of modern society and IT, for successful solution of the above problems we need to design up-to-date modern textbooks, preferably, e-books that provide material for FL learning but also put special focus on forming intercultural competence.It also seems quite appropriate to include a course on Stylistics of the Native Language (in our case, of the Russian Language) specially designed for students specialising in translation and interpreting and a course on English/Russian standards speech for interpreters.
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