Academic literature on the topic 'School: School of Linguistics and Applied Language Studies'
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Journal articles on the topic "School: School of Linguistics and Applied Language Studies"
Chambers, Angela, David Atkinson, and Fiona Farr. "Centre for Applied Language Studies, University of Limerick, Ireland." Language Teaching 45, no. 1 (November 24, 2011): 135–39. http://dx.doi.org/10.1017/s0261444811000425.
Full textDai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (September 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.
Full textBaird, Robert, and Caroline Hyde-Simon. "Centre for Applied Language Research at the University of Southampton." Language Teaching 42, no. 3 (July 2009): 397–401. http://dx.doi.org/10.1017/s0261444809005795.
Full textKrasina, Elena A., Kanat K. Rakhimzhanov, and Marzhan K. Akosheva. "Translingual Personality of a Scholar and Researcher: the 60th Anniversary of Prof. Zifa Kakbayevna Temirgazina." Polylinguality and Transcultural Practices 17, no. 3 (December 15, 2020): 306–20. http://dx.doi.org/10.22363/2618-897x-2020-17-3-306-320.
Full textTokatova, Lyudmila E., and Atirkul E. Agmanova. "The paradigm of life in science: to the 60th anniversary of Z.K. Temirgazina." Neophilology, no. 23 (2020): 608–17. http://dx.doi.org/10.20310/2587-6953-2020-6-23-608-617.
Full textToomey, Derek. "Schools involving parents in their children’s reading development." Australian Review of Applied Linguistics 9, no. 2 (January 1, 1986): 38–60. http://dx.doi.org/10.1075/aral.9.2.03too.
Full textNation, Paul, and Averil Coxhead. "Vocabulary size research at Victoria University of Wellington, New Zealand." Language Teaching 47, no. 3 (June 3, 2014): 398–403. http://dx.doi.org/10.1017/s0261444814000111.
Full textMartin, James R., Yanmei Gao, Hanbing Li, Chengfang Song, and Minglong Wei. "Martin on discourse semantics, genre, educational linguistics." Language, Context and Text 3, no. 2 (October 15, 2021): 367–87. http://dx.doi.org/10.1075/langct.20003.mar.
Full textShaw, David. "A New Call Laboratory." ReCALL 3, no. 4 (May 1991): 2–4. http://dx.doi.org/10.1017/s0958344000002482.
Full textSanz, Cristina, and Jessica G. Cox. "Laboratory studies on multilingual cognition and further language development." Language Teaching 50, no. 1 (December 21, 2016): 65–79. http://dx.doi.org/10.1017/s026144481600029x.
Full textDissertations / Theses on the topic "School: School of Linguistics and Applied Language Studies"
Alborough, Clare Louise. "Designing social identities : a case study of a primary school theatrical performance by Zulu children in an English ex-model C school." Thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6718.
Full textBraam, Daryl. "The role of a school community's perceptions of the implications of a change in language policy in a Western Cape primary school." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/7807.
Full textThe constitution, South African Schools Act and the Language in Education Policy (LiEP) all advocate the development and promotion of all official languages. LiEP also gives a clear directive for additive bilingualism whereby the home language of learners should be encouraged as the foundation for learning additional languages. This policy is clearly aligned with the constitutional provisions for promoting parity of esteem between all languages.
Proctor, Elspeth. "Talking democracy in Grade 7 : a discourse analysis of SRC practice in a primary school." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7882.
Full textMy research set out to clarify to what extent democracy education is an identifiable and teachable concept in Curriculum 2005 and to find pedagogically useful ways of conceptualising and teaching active democratic participation. I chose a two-staged explorative qualitative research framework, informed by the New Literacy Studies and Critical Discourse Analysis, with Grade 7 learners in a primary school. I identified school Student Representative Councils (SRC's) as a potential site for 'democracy education-in-action'.
Dyer, Dorothy. "Why won't they learn? : a contrastive study of literature teaching in two Cape Town high school classrooms." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7463.
Full textLiterature is included as part of most English curricula around the world. South Africa is no exception, and students are expected to study novels, poetry and plays as part of their school language curriculum. There are many debates about the best way to teach these texts in the classroom. However what is often overlooked is that reading literature, like reading anything, is primarily a social activity, and as such has been 'learned'. The way we respond to literature depends on the social activities, attitudes and behaviours -what can be called the practices -of our social grouping that holds value for us. What many teachers hold as the 'right' way of reading and responding literature reflects their commitment and participation in a particular set of practices, whereas students come to class from backgrounds that are different from theirs, and with different commitments. This thesis uses a case-study, ethnographic approach to study two teachers' English classrooms in a working class high school to in order to examine how practices around literature were negotiated between teachers and students who came from working class backgrounds. Despite differences in personality and beliefs, both teachers in the study approached literature study in a limited way -the way that examinations prescribe -viewing the text as a given that had to be mediated for the students so that they were able to 'get the message'. The students in both classes were generally unruly, or passive, with about less than half the class focusing on the lesson at anyone time. This may partly be ascribed to this limited approach to literature. However this approach has been used more successfully in other schools, and I argue that the reason for the 'failure' of these lessons lay beyond the classroom walls. Working class students who want to perform adequately at school have to, in some ways, give up something of the values and beliefs of their backgrounds, and develop a new set of understandings of who they are, a new identity that incorporates these practices. It is unlikely that this investment is going to be made without some reward or fulfilment. In the classes in this study, students had no motivation to join this new literature club that might even affect their participation in other domains. They did enough to get by, to pass through the lessons and exams, but were engaged in very little real meaning making in the classroom. Literature study remained a foreign and sometimes puzzling requirement for examination purposes.
Pietersen, Nicola Aideen. "What counts as English? : a discursive investigation between two English language Cape Town primary school grade six classrooms." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11156.
Full textWhat counts as English depends on the circumstances and where and how it is employed. In classrooms this socio-cultural artefact is constructed through practices in particular ways. Language and literacy practices in schools produce and re-produce certain things that count. In this dissertation I asked what counts as English and what practices were employed in varying contexts to validate what counted in a greater context. I was concerned to find out whether and how English-language resources in different contexts or did not contribute to enhancing students’ (social and economic) mobility. This ethnographically-based study focused on two Grade Six classes in State run Primary schools in Cape Town, one of them being a well-resourced, monolingual, English classroom and school and the other being a poorly-resourced, multilingual, English as an Additional language classroom and school.
Kendal, Charmaine Allana. "Everyone has a view of literacy : learners' perceptions of literacy and their practices at home and at school." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8077.
Full textThis is an ethnographic study of how learners write about, speak about, depict and value their literacy activities at home and how this links with their performance at school. It also examines the shift in learners' perceptions of literacy through their involvement in the research project. The theoretical framework for the research is drawn from the New Literacy Studies with its emphasis on the autonomous and ideological models ofliteracy (as formulated by Street) and on literacy as situated practice. The data is a series of literacy activities, of seven learner profiles made up of their writing, literacy inventories, photographic depictions, focus group discussions, semi structured interviews, and tasks assessed in the formal academic domain. Critical Discourse Analysis is used as a tool for the analysis of some of the data and traces the similarities and differences in the kinds of literacy activities that learners engage in, ranging from homework to hobbies, cell phones, conversations, computer games and so forth. Interpretation of the data also draws on Gee's theory of primary and secondary Discourses.
Cooper, Lisa. "Building home-school partnerships with parents of English language learners in a high school community| A mixed methods phenomenological study of one high school in Southern California." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685321.
Full textThe purpose of this mixed methods study was to examine home-school partnerships practices between the high school community and English Language Learner (ELL) parents. More specifically, this study examined the experiences and benefits, if any, of ELL parents who participated in 1 or more of the following four ELL parent engagement practices implemented at 1 high school in Southern California during the 2009-2012 school years: 1. ELAC Parent education meetings; 2. ELL Parent Handbook; 3. ELL Parent Orientation Day; 4. ELL Guidance Counselor.
The convergent parallel mixed methods design allowed for qualitative data of parent interviews and quantitative data of student performance scores to be used in parallel, analyzed separately, and then summarized separately, looking for contradictions or relationships between the 2 data sets. A total of 7 parents participated in the interview process. The parent interview responses were coded to highlight key words and statements, forming them into emerging themes in regard to the 4 implemented parent engagement practices. The quantitative data of student performance scores on the California English Language Development Test (CELDT), Math California Standards Test (CST), and English language arts CST were compared among the students whose parents participated in 1 or more of the engagement practices to the total population of identified ELL students at this one school site during the 2009-2012 school years. The quantitative data also compared ELL student performance scores from the year prior to the implementation of the parent engagement practices.
The findings of this study support the following conclusions. Existing ELL parent engagement practices are viewed by ELL parents as valuable; however, new means need to be explored to benefit a larger number of parents. ELL parents benefit from and place higher value on practices that provide opportunities for 2-way communication. ELL parents value sharing their personal experiences with other ELL parents in support of student learning. Specifically designed ELL parent engagement practices prompted parents to communicate with their children. Lastly, parent participation in 1 or more of the 4 implemented practices may have contributed to greater student success.
Nthara, Ivy Jeb. "An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11765.
Full textIncludes bibliographical references (p. 85-88).
This study arises out of an awareness of the history of Malawi' s language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that "English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation.
Ralphs, Liana. "Peripheral Normativity: Language and literacy, teaching and learning in two Grade Four classrooms in an under-resourced school in the Western Cape." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8276.
Full textFolkeryd, Jenny W. "Writing with an Attitude : Appraisal and student texts in the school subject of Swedish." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7410.
Full textBooks on the topic "School: School of Linguistics and Applied Language Studies"
Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, 2011.
Find full textInternational Conference on Turkish Linguistics (5th 1990 School of Oriental and African Studies, University of London). Current issues in Turkish linguistics: Proceedings of the Fifth International Conference on Turkish Linguistics : School of Oriental and African Studies, 15-17 August, 1990. Kızılay, Ankara: Hitit Yayınevi, 1996.
Find full textCraig, Holly K. Malik goes to school: Examining the language skills of African American students from preschool-fifth grade. Mahwah, NJ: Lawrence Erlbaum Associates, 2005.
Find full textRolnicki, Tom E. Scholastic journalism. Malden, MA: Blackwell Pub., 2007.
Find full textA, Washington Julie, ed. Malik goes to school: Examining the language skills of African American students from preschool to fifth grade. Mahwah, N.J: L. Erlbaum Associates, 2006.
Find full textThe language of gaming. New York: Palgrave Macmillan, 2012.
Find full textEnsslin, Astrid. The language of gaming. New York: Palgrave Macmillan, 2012.
Find full textTate, C. Dow. Scholastic journalism. Malden, MA: John Wiley & Sons, 2014.
Find full textThe structure of English: Studies in form and function for language teaching. Ann Arbor: University of Michigan Press, 2000.
Find full textWeaver, Constance. Grammar to enrich & enhance writing. Portsmouth, NH: Heinnemann, 2008.
Find full textBook chapters on the topic "School: School of Linguistics and Applied Language Studies"
Leone, Paola. "General spoken language and school language." In Studies in Corpus Linguistics, 235–48. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/scl.41.17leo.
Full textAwedyk, Wieslaw, and Camiel S. J. N. Hamans. "The “Poznań School” of Structural Linguistics." In Studies in the History of the Language Sciences, 213. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/sihols.68.24awe.
Full textDomínguez, Rocío, G. Richard Tucker, and Richard Donato. "Chapter 4. Documenting Curricular Reform: Innovative Foreign Language Education in Elementary School." In Directions in Applied Linguistics, edited by Paul Bruthiaux, Dwight Atkinson, William Eggington, William Grabe, and Vaidehi Ramanathan, 56–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598500-007.
Full textLi Wei and Zhu Hua. "Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom." In AILA Applied Linguistics Series, 117–36. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/aals.12.07wei.
Full textWinkler, Pierre. "The brith of functional grammar in the 'Austronesian school' of missionary linguistics." In Studies in the History of the Language Sciences, 329. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/sihols.111.23win.
Full textCsillik, Eva, and Irina Golubeva. "Dealing With Language Gap in a Hungarian-English Early Childhood Classroom." In Advances in Linguistics and Communication Studies, 168–94. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1219-7.ch011.
Full textZanasi, Lorenzo, and Maria Stopfner. "Rilevare, osservare, consultare." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/009.
Full textHorton, RaMonda. "Systems-Based Approaches to Speech-Language Pathology Service Delivery for School Age Children." In Advances in Linguistics and Communication Studies, 113–36. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2261-5.ch006.
Full textBauer, Eurydice Bouchereau, and Dorian Harrison. "Parental Perspectives on Dual Language Classrooms." In Advances in Linguistics and Communication Studies, 139–57. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch006.
Full textZhou, Wenying, and Guofang Li. "Pedagogical Challenges in Cross-Cultural Chinese Language Teaching." In Advances in Linguistics and Communication Studies, 159–83. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch007.
Full textConference papers on the topic "School: School of Linguistics and Applied Language Studies"
"Family Language Policy and School Language Choice in Iraqi Kurdistan Region." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v3.
Full textKleiner, Yuri. "ORTHOEPY — HISTORY OF LINGUISTICS — HISTORY OF LANGUAGE." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.01.
Full textTóth, Noémi Evelin, and Győző Yang Zijian. "Magyar nyelvtan tanulását segítő alkalmazás átalános és középiskolás diákok részére." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.211.
Full text"Learning Difficulties in High School Physics." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v39.
Full textHüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.
Full textMartins, Inês, Cristiane Lima Nunes, Simone Aparecida Capellini, and Graça S. Carvalho. "COGNITIVE AND LINGUISTIC SKILLS ASSESSMENT PROTOCOL: ADAPTATION AND VALIDATION FOR EUROPEAN PORTUGUESE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end116.
Full textFajriah, Yustika Nur. "A Review of English Language Policy and Its Implication to Indonesian Education Sector: Primary school level." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.125.
Full textFajriah, Yustika Nur. "A Review of English Language Policy and Its Implication to Indonesian Education Sector: Primary school level." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.18.
Full textFajriah, Yustika Nur. "A Review of English Language Policy and Its Implication to Indonesian Education Sector: Primary school level." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.232.
Full textSusanti, Santi, Kismiyati Elkarimah, and Fitri Perdana. "Unifying the Socio-Cultural Differences Among Students in Primary School Education." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007173406950699.
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