Relevant bibliographies by topics / English instructions

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English instructions'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "English instructions"

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Rosi, Iftita Kharisma, and Yusnita Sylvia Ningrum. "Textual Meaning of English Textbook Instruction." ELT Forum: Journal of English Language Teaching 8, no. 2 (November 30, 2019): 184–89. http://dx.doi.org/10.15294/elt.v8i2.32956.

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This study is about analysis of textual meanings in English textbook instructions. The main purpose of this study is to analyse the textual meanings found in the textbook instructions to support the learning objectives. Textual meaning is indicated by Theme and Rheme within the clauses. Halliday and Matthiessen (2014) said that theme is coded by three elements, they are topical, textual and interpersonal. The student textbook entitled Bahasa Inggris Kelas X 2017 Revision published by The Indonesian Ministry of Education and Culture was chosen as the object of the study because it is the most widely used textbook in state shools in Indonesia. Meanwhile, the data were the instruction clauses in Chapters 1-7 (the first semester) of the textbook. The findings show that the English textbook instructions in Chapters 1-7 contains Unmarked Topical Theme (76%), Textual Theme (17%), Marked Topical Theme (5%), and Interpersonal Theme (2%). Unmarked Topical Theme is the most dominant type of Theme found in the clauses which is realized by verb. It is in line with the dominant mood type of the instruction, that is imperative which thematized verb in the clauses (Halliday and Mattheissein, 2014). It can be inferred that the instructions are clear and concise which meant that the instructions were good enough to support the learning objectives (Flake, 2017). Thus, it is concluded that instructions in Chapters 1-7 have good choices of Theme which meets the characteristics of good instructions to support the learning objectives
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Rokhayani, Atik, Agung Dwi Nurcahyo, Dwi Rukmini, and Ahmad Sofwan. "Peer Teaching as a Simulation for Communicative Classroom English Rehearsal." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (October 21, 2017): 103. http://dx.doi.org/10.24167/celt.v17i1.1164.

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One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when giving instructions to their students. Therefore, student teachers should be provided enough opportinuties for practicing their classroom English skill. In Indonesian English Education Department there is a compulsory course named ‘micro teaching class’ that should be attended by student teachers before they have a teaching internship program at school. This study aims at describing how peer teaching is practiced by the students of the English Education Department of Universitas Muria Kudus as a simulation activity to use classroom English in delivering classroom’s instruction. The study will explore to what extent this simulation can help student teachers improve their communicative competence in classroom instructional process.
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Kusumaningputri, Reni. "EXPOSURE TO ENGLISHES IN LISTENING CLASSROOMS: THE PERSPECTIVES OF INDONESIAN ESL LEARNERS." JEELS (Journal of English Education and Linguistics Studies) 7, no. 1 (April 18, 2020): 49–68. http://dx.doi.org/10.30762/jeels.v7i1.1628.

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Due to the global scale of English use, English as a lingua franca (ELF) is at play. Given this reality, exposes to different varieties of English rather than a single variety of English, preparing second language learners to Englishes is paramount for readiness to involve in ELF communication. This paper reports on the classroom instruction of exposing college listeners with Englishes via TED talks using a portfolio to find out how they see these varieties and what they can learn from them. Data were from records of portfolio and questions at the end of the instruction. Using general inductive analysis, there were three lessons learned from the instruction. Acknowledgement of many models of English, Englishes can be the ‘right’ English, and Englishes as a marker of identity were lessons observed to appear from the Englishes exposure. The exposes to Englishes also brought about complexities of wholehearted adoption to Indonesian accent. Pedagogical implications for classroom instructions are also made.
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Andrew, Anthony. "English Medium Instructions on English Language Proficiency." Asian Research Journal of Arts & Social Sciences 4, no. 4 (January 10, 2017): 1–10. http://dx.doi.org/10.9734/arjass/2017/37756.

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Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (July 17, 2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.

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This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitative approach is selected by the researcher with a quasi-experimental design and non-equivalent design control group using pre-test and post-test, experimental and control group to find out the results after treatment given. The sample are 20 English teachers of Primary school in Tangerang, Indonesia. The research is divided into several of processes, pretest, 6 times for the treatments and the last posttest. The results of the research are 1) Increased teacher motivation in learning English, 2) Increased confidence using English both inside and outside the classroom. 3) 0.6% increased teacher competence in their English skills.
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Tan, Vivian Z., Meredith Q. Lee, Daryl L. Wong, Katherin S. Huang, Melissa Y. Chan, Clement C. Yan, and Meredith T. Yeung. "The Chinese (Mandarin) instructions of the 6-minute walk test: A validation study." Hong Kong Physiotherapy Journal 41, no. 01 (January 13, 2021): 45–53. http://dx.doi.org/10.1142/s1013702521500049.

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Background/Objective: To date, a validated Chinese (Mandarin) six-minute walk test (6MWT) translated instruction is not available. Translation of the Chinese 6MWT instruction is done in an ad hoc manner within the Chinese-speaking populations. This study aimed to develop a set of valid and reliable Chinese (Mandarin) instructions of the 6MWT. Methods: Translation was performed from the original English instruction via the recommended “Process of translation and adaptation of instruments” by the World Health Organization to generate the Chinese instructions. The Chinese instructions were tested with 52 healthy adult participants for its validity. Each participant underwent three 6MWTs and a cardiopulmonary exercise test. Randomization allowed participants to undergo the walk test in both the original English and the new Chinese instructions. Face and content validity, intra-rater and inter-rater reliability of the Chinese instructions of the 6MWT were established through the translation process. Criterion validity was established by analyzing the results of the 6MWT and cardiopulmonary exercise test. Results: Intraclass correlation coefficient for inter-rater reliability was excellent ([Formula: see text], 95% confidence [Formula: see text]–1.000). Similarly, the intra-rater reliability across the three raters was high (R1: [Formula: see text], 95% confidence interval [Formula: see text]–1.000; R2: [Formula: see text], 95% [Formula: see text]–1.000; R3: [Formula: see text], 95% [Formula: see text]–1.000). The 6-min walk distances collected from the Chinese and English instructed trials correlated positively with the maximal oxygen consumption ([Formula: see text], [Formula: see text]; [Formula: see text], [Formula: see text]). Conclusion: This is the first study to develop and validate the Chinese (Mandarin) instructions of the 6MWT, and the translation is as reliable and valid as the original English instructions.
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Sari Puspita, L. P. Ayu, N. N. Padmadewi, and L. G. Eka Wahyuni. "Instructional Teaching Media to Promote Autistic Student’s Learning Engagement." Journal of Education Research and Evaluation 3, no. 2 (August 18, 2019): 58. http://dx.doi.org/10.23887/jere.v3i2.20975.

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The demand for students with disabilities to get English lesson underlies the use of instructional media to help teachers to convey instructions as well as students in understanding English. Related to this case, this study aims to describe the types of instructional media used by teacher in SLB Negeri 2 Singaraja to teach an autistic student. The research data were gathered through observation, interviews, and document study. Based on the data obtained, it was found that the teacher used four types of instructional media namely videos, pictures, matching exercise, and real objects. As an implication, instructional media used by the teacher can convey instructions to autistic student even though they did not perfectly understand. Autistic student also understood English lesson better through these media than just listening to the teacher’s speech.
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Asma, Houichi, and Sarnou Dallel. "Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English." Arab World English Journal 11, no. 4 (December 15, 2020): 110–27. http://dx.doi.org/10.24093/awej/vol11no4.8.

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Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents’ knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.
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Handayani, Trifita. "THE EFFECTS OF IMPLICIT VERSUS EXPLICIT INSTRUCTIONS TO TEACH REFUSAL STRATEGIES ON STUDENTS’ SOCIOPRAGMATIC AND PRAGMALINGUISTIC COMPETENCE." ENGLISH JOURNAL OF INDRAGIRI 4, no. 1 (January 16, 2020): 195–210. http://dx.doi.org/10.32520/eji.v4i1.864.

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Abstract The purposes of the study were to explain the effects of implicit instruction on student’s sociopragmatic competences, implicit instructions on students’ pragmalinguistic competences, explicit instructions on students’ sociopragmatic competences, explicit instructions on students’ pragmalinguistic competences, the differences between implicit and explicit instructions on students’ sociopragmatic competences, the differences between implicit and explicit instructions on student’s pragmalinguistic competences, and the interaction between instructions with the students’ sociopragmatic and pragmalinguistic competences. The study used a quantitative research by using experimental factorial design 2x2. The data were taken from 80 second semester students at English Language Education Study Program at STAIN. The result of the study revealed that the mean score of post-test in implicit instruction on students’ sociopragmatic was 80.000 while explicit 92.550. Meanwhile, the mean score of post-test in implicit instruction on students’ pragmalinguistic was 83.000 while explicit 95.5000. It could be concluded that explicit has better effect to teach refusal strategies than implicit instruction on students’ sociopragmatic and pragmalinguistic competence based on the difference between the means score on implicit and explicit.
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Dabiri, Asma. "Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction)." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 67. http://dx.doi.org/10.21070/jees.v3i1.1259.

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This research compared the effects of two types of instruction: Processing Instruction (PI) and Meaning-based Output Instruction (MOI) on the interpretation and production of English passive structures. Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30) participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI). The data were analyzed by running one-way analysis of variance (ANOVA) and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences. This study supported the use of PI and MOI rather than the use of traditional instruction (TI) in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.
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Dissertations / Theses on the topic "English instructions"

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BROGGINI, SUSANNA. "EMI (ENGLISH-MEDIUM INSTRUCTIONS) NEL CONTESTO UNIVERSITARIO ITALIANO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/18477.

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Questa tesi riflette l’attuale interesse per il dibattito educativo sul ruolo e sull’uso dell’inglese come lingua veicolare in ambiente accademico. I programmi che utilizzano l’inglese come Medium of Instruction (EMI) sono al centro dell’attenzione di questo studio, che si compone di una parte quantitativa e una parte qualitativa. Attraverso un’analisi aggiornata dei dati raccolti da Costa e Coleman nel 2012, la prima parte descrive i risultati di un questionario spedito a tutte le università italiane; la parte qualitativa descrive l’utilizzo dei marcatori metadiscorsivi impiegati da quattro docenti dell’Università Cattolica di Milano. A tale scopo, è stata adottata una versione semplificata del modello di Ädel (2003), proposto da Nobles (2010), e applicato in questa sede al discorso accademico orale. L’aumento del numero di corsi di EMI in Italia registrato da Costa e Coleman nel 2012 è rimasto stabile. Il confronto tra l’uso di marcatori metadiscorsivi personali e impersonali mostra un maggior utilizzo dei primi, in particolare del pronome personale “we”. Infine, lo studio vuole fornire dati e riflessioni a docenti, istituzioni universitarie e legislatori, utili anche alla progettazione di corsi di formazione per insegnanti.
This thesis reflects the shared current interest in the ongoing educational debate on the role and use of English as a medium of instruction in academic settings. English as a Medium of Instruction (EMI) programs are the main focus of this study which includes a quantitative and a qualitative part. Through an up-to-date analysis of the data on EMI courses in Italy collected by Costa and Coleman in 2012, the first part shows the results of a questionnaire that was sent to all Italian universities; the qualitative part describes the use of metadiscourse markers by four Italian lecturers at the Università Cattolica of Milan. The simplified and restricted classification model of metadiscourse markers proposed by Nobles (2010), adapted from Ädel (2003), was here applied to the academic spoken discourse. The increase in the number of EMI courses in Italy registered by Costa and Coleman in 2012 has remained stable. The comparison of the use of personal and impersonal metadiscourse shows that personal metadiscourse tokens surpass the impersonal counterpart, with the pronoun “we” as the most frequent self-mention marker in the corpus. Finally, the present study can be of great interest both for lecturers and university policymakers or teacher-training designers.
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Chia, Ying-hui Esther. "A comparison of the effectiveness of vocabulary acquisition through self-access computer learning and traditional classroom instructions." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22142940.

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Wijetunge, W. A. Sumudu Nishamani. "The stigma of "not pot English" in Sri Lanka a study of production of /o/ and /O/ and implications for instructions /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04212008-152752/.

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Thesis (M.A.)--Georgia State University, 2008.
Title from file title page. John M. Murphy, committee chair; Lucy Pickering, Gayle L. Nelson, Sara C. Weigle, committee members. Electronic text (98 p. : col. ill.) : digital, PDF file. Description based on contents viewed June 11, 2008. Includes bibliographical references (p. 79-82).
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Smith, Cara. "Protecting the Rights of Limited English Proficiency Patients During Hospital Discharge." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/491897.

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Urban Bioethics
M.A.
Discharge instructions were originally created to alleviate the burden of transitioning from inpatient hospitalization to outpatient care. The US healthcare model's evolution throughout the 20th and 21st centuries has firmly distinguished inpatient providers from outpatient providers, with little continuity between them. As a patient leaves inpatient care there is an increasing need for clear discharge instructions to help navigate complex diseases and care regimens. However, comprehension of discharge instructions, both oral and written, is a major obstacle for many populations, with certain demographics especially affected. Populations with limited English proficiency (LEP), for example, are commonly provided discharge instructions in English, preventing them from fully engaging in their care and from understanding information that is paramount to a smooth transition to outpatient settings. Many factors contribute to the failure to provide this and other care in LEP patients' primary languages. Factors include but are not limited to: misinformation regarding price of interpreter services and time necessary to use these services, biases against LEP populations, and ignorance regarding the effect this has on the LEP population. This paper discusses the background of discharge instructions, reasons for development, the price LEP patients pay when we fail to provide care in their primary language, and possible reasons why we fail to provide that care.
Temple University--Theses
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Wijetunge, Sumudu Nishamani. "The Stigma of "Not Pot English" in Sri Lanka: A Study of Production of /o/ and /O/ and Implications for Instructions." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/alesl_theses/1.

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The inability to differentiate the English vowels /o/ and / O/ has become a stigmatized marker of a lower prestige and widespread dialect of Sri Lankan English. This lower prestige (LP) dialect is often referred to with the derogative phrase “Not pot English”. This study aims to investigate the production of the vowel contrast by native Sinhala speakers of English. To this end, speech samples of three adult learners were analyzed. The findings of the study are discussed according to hypotheses of the Speech Learning Model, which suggests that the existent L1 specific phonetic categories hinder the formation of new L2 sound categories. Here, sounds that are similar, but not identical to L1 sounds are considered to be the most difficult to acquire. Also, the percentage of L1 use and the age of second language acquisition seem to have influenced the production of the vowels. Finally, in order to address this pronunciation issue, an instructional framework to teach pronunciation is proposed.
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Chia, Ying-hui Esther, and 賈穎慧. "A comparison of the effectiveness of vocabulary acquisition through self-access computer learning and traditional classroom instructions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944565.

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Al, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.

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The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.
PHD
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Mooneyham, John C. "Instructional Strategies for Young English Learners." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5922.

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From, Malcolm. "An Analysis of the way Grammar is Presented in two Coursebooks for English as a Second Language : A Qualitative Conceptual Analysis of Grammar in Swedish Coursebooks for Teaching English." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43794.

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This essay aims to investigate theoretically how two currently used coursebooks, What’s Up 9 and Solid Gold 1, in a local area of Southern Sweden, present (introduces and covers) grammar. The overall aim is to investigate how grammar is presented, using the present simple and the present continuous as examples. The findings are also mapped to teaching approaches, as well as SLA (Second Language Acquisition) research, to see what approaches are favoured for teaching grammar in the first decades of the 21st century. In order to investigate the course- books, a qualitative content analysis and conceptual analysis was chosen with the presentation of grammar mapped into different categories, by using concepts for teaching and approaches used in SLA. The results show that the two proposed coursebooks favoured a FoFs (Focus on Forms) approach for presenting grammar. Furthermore, the results show that grammar is pre- sented explicitly and, if the teachers use the structures proposed in the coursebook rigidly, they automatically follow a deductive teaching procedure. When using a FoFs, explicit instructions and taking a deductive teaching approach, it may be regarded as the coursebooks suggest a grammar-translation approach as well. However, when observing other exercises connected to the reading texts in the coursebooks, it was detected that both coursebooks favoured a text- based approach for teaching, where the learners are supposed to learn the structure of different texts. In doing so, the grammatical structures are learned subconsciously and implicitly, which indicates that grammar is, in general, taught implicitly in the coursebooks, but presented (intro- duced and covered) explicitly.
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Witt, Arnaud. "L'apprentissage implicite d'une grammaire artificielle chez l'enfant avec et sans retard mental : rôle des propriétés du matériel et influence des instructions." Phd thesis, Université de Bourgogne, 2010. http://tel.archives-ouvertes.fr/tel-00651503.

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Cette thèse investigue l'apprentissage implicite d'une grammaire artificielle chez l'enfant avec et sans retard mental à travers le rôle des propriétés de surface du matériel (répétitions adjacentes ou non-adjacentes) et l'influence des instructions en phase test (tests de génération implicite ou explicite). Un des objectifs est de départager quatre des principaux modèles de l'apprentissage implicite en examinant la sensibilité aux propriétés de surface saillantes du matériel présenté à des enfants d'âges différents. La robustesse des capacités d'apprentissage implicite face au développement et au niveau intellectuel est également testée en rapport avec la perméabilité des instructions en phase test aux influences explicites. Enfin, ces travaux étudient l'appréhension des stimuli d'entraînement et l'adaptation comportementale progressive en fonction de l'âge des sujets et des caractéristiques perceptives et statistiques du matériel. Les résultats révèlent une sensibilité aux propriétés de surface spécifiques aux séquences d'entraînement plutôt qu'à la structure grammaticale à partir de laquelle elles ont été construites. Les Expériences 1 et 3 montrent que l'apprentissage est invariant face à l'âge et au niveau intellectuel lorsque les consignes limitent les contaminations explicites. En revanche, malgré une phase d'apprentissage identique aux Expériences 1 et 3, les Expériences 2 et 4 indiquent l'émergence d'effets d'âge et une altération des performances chez les enfants présentant un retard mental, lorsque les instructions délivrées en test sollicitent des processus intentionnels de récupération de l'information. L'Expérience 5 montre que différents types de saillances (perceptive, positionnelle et statistique) guident l'appréhension du matériel lors de la phase d'étude et ce, de manière concurrentielle, avant de conduire à la formation progressive d'unités plus complexes. Cette thèse apporte des éléments en faveur d'un apprentissage spécifique des stimuli, basé sur le traitement attentionnel de leurs propriétés de surface et la mise en œuvre de mécanismes associatifs de base. Elle confirme également les postulats de robustesse propres aux processus implicites et précise les précautions méthodologiques nécessaires à l'étude des capacités d'apprentissage implicite, telles que la neutralité des procédures aux influences explicites ou l'emploi d'un groupe contrôle.
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Books on the topic "English instructions"

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Ganeri, Anita. Instructions. Chicago, Ill: Capstone Heinemann Library, 2013.

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Stevenson, Helen. Instructions for visitors. Leicester: Clipper, 2002.

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Education, Ontario Ministry of. Instructions to teachers and trustees of French-English schools. [Toronto?: s.n., 1994.

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Yo puedo dibujar = I can draw: Spanish and English instructions. Bloomington, Indiana: Palibrio, 2013.

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Ono, Yoko. Grapefruit: A book of instructions & drawings. New York: Simon & Schuster, 2000.

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Chaitanya. Śrī Śikṣāṣṭaka: Eight beautiful instructions. Bombay, India: Harmonist Publications Hare Krishna Printers, 1991.

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Gomez, Mary Caroline. Expression: An anthology of poems, exhortations and divine instructions. Lagos, Nigeria: Savour Creative Supports, 2011.

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Passover Haggadah =: [Hagadah shel Pesah] a new English translation and instructions for the Seder. New York: Ktav Pub. House, 1993.

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B, Capps Ferald, and Weber Vendla K, eds. The reed maker's manual: Step-by-step instructions for making oboe and English horn reeds. Phoenix, AZ: D.B. Weber and F.B. Capps, 1990.

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1950-, Wegemer Gerard, and Miller Clarence H, eds. The sadness of Christ: And final prayers and instructions. Princeton, NJ: Scepter Publishers, 1993.

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Book chapters on the topic "English instructions"

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Somuncu, Dilara, and Olcay Sert. "5. EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions." In Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts, edited by Hanh thi Nguyen and Taiane Malabarba, 110–31. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922890-007.

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Guarda, Marta. "Conceptualisations of English." In Student Perspectives on English-Medium Instruction, 67–80. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003094098-6.

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Smith, Ian. "Instructing the English Nation." In Race and Rhetoric in the Renaissance, 97–121. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230102064_5.

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Hansen, Angela, and Theoni Soublis Smyth. "Teaching English Language Arts Students About Social Justice." In Social Justice Instruction, 295–305. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12349-3_26.

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Skaffari, Janne. "The WOMANual:Ancrene Wisseon instruction." In Instructional Writing in English, 35–53. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/pbns.189.06ska.

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Tanskanen, Sanna-Kaisa, Janne Skaffari, and Matti Peikola. "Approaching instructional writing in English." In Instructional Writing in English, 1–11. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/pbns.189.04tan.

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Rodas, Claudia R., and Anthony Osborn. "Social Justice and Language Acquisition for English Language Learners." In Social Justice Instruction, 325–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12349-3_28.

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Mitchell, Bruce. "In honour of Risto Hiltunen." In Instructional Writing in English, ix. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/pbns.189.02mit.

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Wårvik, Brita. "Teaching by stories: Ælfric's instructive narratives." In Instructional Writing in English, 13–34. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/pbns.189.05war.

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Carroll, Ruth. "Vague language in the medieval recipes of theForme of Cury." In Instructional Writing in English, 55–82. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/pbns.189.07car.

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Conference papers on the topic "English instructions"

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Haiying, Cui, Han Qingshan, and Liu Jiangying. "A study on college English writing instructions for non-English majors." In 2010 International Conference on Education and Management Technology (ICEMT). IEEE, 2010. http://dx.doi.org/10.1109/icemt.2010.5657597.

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Wahyuni, Sri, Jan Mujiyanto, Dwi Rukmini, and Sri Wuli Fitriati. "Teachers’ Technology Integration Into English Instructions: SAMR Model." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.109.

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Febriyanti, Emma Rosana, and Elvina Arapah. "Differentiating Instructions to Teach English Reading Comprehension for Mathematics Department Students." In Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccite-18.2018.17.

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Abid. "Unravelling the perceptions of English teacher educators on oral communication strategies instructions." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.107.

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Chen, Hsueh Chu, and Jingxuan Tian. "The Effects of Explicit Rule and Acoustic-perceptual Instructions on Chinese ESL Learners’ Prosodic Acquisition of English Lexical Stress." In 10th International Conference on Speech Prosody 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-170.

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Karamysheva, Iryna, Kateryna Lishnievska, and Roksolana Nazarchuk. "Peculiarities of Usage of Terminology Management Systems in SDL Trados and MemoQ Translator Pro for Translation of English-language Instructions." In 2020 IEEE 15th International Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2020. http://dx.doi.org/10.1109/csit49958.2020.9322035.

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Seloma, Portia, and Sam Ramaila. "PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN TEACHING LEARNERS TAKING ENGLISH AS FIRST ADDITIONAL LANGUAGE IN LIFE SCIENCES CLASSROOMS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end020.

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This study examined pedagogical practices adopted by teachers when teaching learners taking English as First Additional Language in Life Sciences classrooms. The inquiry adopted a generic qualitative design located within the interpretivist paradigm and involved purposively selected Life Sciences teachers and grade 10 learners from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. The empirical investigation is underpinned by the Cognitive Academic Language Proficiency (CALP) as the underlying theoretical framework. The study uncovered a myriad of instructional challenges facing Life Sciences teachers and learners associated with the use of English as a medium of instruction while it is taken as a First Additional Language by the learners. In particular, the terminology used in Life Sciences as a key knowledge domain posed fundamental instructional challenges in relation to meaningful development of enhanced learners’ conceptual understanding of scientific phenomena. Theoretical implications for meaningful science teaching and learning are discussed.
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Purwananti, Yepi Sedya, Punaji Setyosari, Bambang Yudi Cahyono, and Sulton. "Cognitive Instructional Design (CID) In Proficiency Oriented English Instruction: The Design Principles." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008410002110215.

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Kumar, V., C. Ramana, S. Afrin, J. Ortega, Neelam Agarwal, and Victor Udoewa. "Touchpad in Education: Dynamic Learning Framework Assessment and Content Development for the Undergraduate Fluid Mechanics." In ASME 2013 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/fedsm2013-16257.

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This paper presents a dynamic learning framework (DLF) based on dynamic course contents and assessment methods using latest web-based technologies with keeping in mind the recent advancement in touchpad computing devices (such as IPAD and Android based tablets). In the DLF framework, the effectiveness is assessed via evaluating the learning outcomes of increasing the learnability of high level concepts in the Bloom’s Taxonomy of cognitive learning. It proposes to address the challenges is creating a fluid mechanics module that incorporates all levels of the Bloom’s cognitive taxonomy. This is achieved via integration of mathematical, conceptual and visual contents. The lower level concepts (i.e., Remembering, Understanding, and Applying) are computerized and tested using Computer Adaptive Testing (CAT) algorithm. Our targeted audiences are from a predominantly Hispanic cultural setting and in undergraduate mechanical engineering courses. To capitalize on unique cultural setting and linguistic needs, the assessment is prepared in bi-lingual (Spanish and English) with localized problems. A pre-assessment of students’ learning styles was performed to assess their learning preference and the presentation was tuned to average audiences. It was observed that about 10% of the students used bi-lingual instructions in the exam which was conducted as an extra-credit option to paper based exam in order to assess the DLF framework. Students were also asked to contribute questions to generate a question database with localized problems.
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Harun, Haliza. "Concept-Based Instruction: An Instructional Approach for Understanding Tense-Aspect Marking in English." In 2nd Annual International Conference on Language, Literature and Linguistics (L3 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-3566_l313.43.

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Reports on the topic "English instructions"

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Dodici, Adria. The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.141.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Grossman, Pam, Susanna Loeb, Julia Cohen, Karen Hammerness, James Wyckoff, Donald Boyd, and Hamilton Lankford. Measure for Measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers' value-added scores. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w16015.

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Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3194.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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