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1
Valadão, Michelle Nave, and Carlos Antonio Jacinto. "Teaching and Learning Portuguese as a Second Language for Deaf Students: Reflections on Teaching Practices in An Inclusive Context." European Journal of Social Sciences Education and Research 11, no. 2 (June 10, 2017): 301. http://dx.doi.org/10.26417/ejser.v11i2.p301-307.
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In Brazil, according to the principles of bilingualism, the process of teaching written Portuguese to deaf people should be based on methodologies used to teach a second language (L2). Also, the teaching method should be developed from experiences with the Brazilian Sign Language (LIBRAS). On that account, the present study investigated the teaching-learning process of the written Portuguese experienced by a deaf student in an inclusive class. A qualitative, descriptive and exploratory research was conducted. As for collecting data, three methods were explored: participant observation, field diary and document analysis. The results indicated that in the aforementioned process, LIBRAS was not appreciated as a first language (L1). They also showed that no Portuguese language teaching methodology based on a L2 was used. Thus, we concluded that the methods used for teaching the written language in the inclusive situation did not meet the principals of bilingual education and did not embody all the linguistic and cultural singularities of the deaf student.
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Foisack, Elsa. "Deaf Children’s Concept Formation in Mathematics." Journal of Cognitive Education and Psychology 4, no. 3 (January 2005): 375–76. http://dx.doi.org/10.1891/194589505787382685.
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The question of why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts: the concept of multiplication with whole numbers and the concept of length.Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated.The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials, and with real things.A large variability in the pupils’ ability to solve the problems was found depending on different factors identified by Feuerstein, e.g., self-confidence, looking for meaning, search of challenge, intention to finish the work, and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies, it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence, they may learn certain concepts at a later age, and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance.The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.
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León Corredor, Olga Lucía, and Dora Inés Calderón. "Bilingualism of Colombian Deaf Children in the Teaching-Learning of Mathematics in the First Year of Elementary School." Colombian Applied Linguistics Journal 12, no. 2 (April 11, 2011): 9. http://dx.doi.org/10.14483/22487085.80.
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This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language) is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.
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Nurrachmad, Limpad. "CONTENT AND LANGUAGE INTEGRATED LEARNING WITHIN TENNIS BILINGUAL CLASS." Jurnal Lingua Idea 10, no. 1 (June 26, 2019): 29. http://dx.doi.org/10.20884/1.jli.2019.10.1.1417.
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The internationalization of institutions proclaimed by Universitas Negeri Semarang has led to the emergence of bilingual class program in every study program. The challenge faced when there are bilingual classes is the ability of lecturers in several majors to provide courses in both English and Bahasa. This study aims at answering the challenges currently faced by UNNES when providing a bilingual class. Then, it is to illustrate and describe the implementation of Content and Language Integrated Learning (CLIL) on the tennis class at the Faculty of Sport Science. The result show that combination of CLIL and SFL was chosen because CLIL teaching method has two simultaneous focuses on content and language while SFL is a teaching method emphasizing the deconstruction of academic genres texts as well as explicit teaching on text features. It is expexted that the combination of the two can produce teaching methods that emphasize course material and mastery of English as a medium of instruction in a balance and easier to understand due to the explicit deconstruction of academic texts.
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Mohamed, Omnia Ibrahim, and Zita Lobo. "A Comparative Study between Monolingual and Bilingual Teaching Methodologies of English in a Health Sciences University in the United Arab Emirates." English Language Teaching 13, no. 1 (December 11, 2019): 73. http://dx.doi.org/10.5539/elt.v13n1p73.
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This study examines the monolingual and the bilingual methods of teaching English to investigate which method is more effective and best achieves the learning outcomes of a language course. It also examines which method is preferred by the English language learners and gives better performance results. The study was conducted in RAK Medical and Health Sciences University located in The United Arab Emirates. The participants were Arab students who were divided into two groups. Each group was exposed to a different teaching method but the curriculum was the same. Then a questionnaire was distributed to determine the method that was preferred by the students as well as the method which resulted in a better performance. The results of the survey and the students’ performance results showed that the bilingual method proves to be a more successful and convenient method in English classes than the monolingual method.
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Holmström, Ingela, and Krister Schönström. "Deaf lecturers’ translanguaging in a higher education setting. A multimodal multilingual perspective." Applied Linguistics Review 9, no. 1 (March 26, 2018): 90–111. http://dx.doi.org/10.1515/applirev-2017-0078.
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AbstractIn a few universities around the world courses are offered where the primary language of instruction is a national sign language. Many of these courses are given by bilingual/multilingual deaf lecturers, skilled in both national sign language(s) and spoken/written language(s). Research on such deaf-led practices in higher education are lacking, and this study will contribute to a greater understanding of these practices. Drawing on ethnographically created data from a higher education setting in Sweden, this case study examines the use of different languages and modalities by three deaf lecturers when teaching deaf and hearing (signing) students in theoretic subjects. The analysis is based on video-recordings of the deaf lecturers during classroom activities at a basic university level in which Swedish Sign Language (SSL) is used as the primary language. The results illustrate how these deaf lecturers creatively use diverse semiotic resources in several modes when teaching deaf and hearing (signing) students, which creates practices of translanguaging. This is illustrated by classroom activities in which the deaf lecturers use different language and modal varieties, including sign languages SSL and ASL as well as Swedish, and English, along with PowerPoint and whiteboard notes. The characteristics of these multimodal-multilingual resources and the usage of them will be closely presented in this article.
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Fierro, Veronica, and Holly L. Storkel. "Interactive Book Reading to Accelerate Word Learning in Bilingual Children With Developmental Language Disorder: A Preliminary Intervention Approach." Perspectives of the ASHA Special Interest Groups 2, no. 1 (January 2017): 194–202. http://dx.doi.org/10.1044/persp2.sig1.194.
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This article will describe a bilingual preliminary treatment method currently being utilized in a clinical research study to teach vocabulary to bilingual (Spanish/English) preschool aged (four to six years old) children with developmental language disorder (DLD). The objective of this treatment method is to advance English vocabulary while supporting the native language abilities of English learners (ELs). In this bilingual treatment method, Spanish and English are used within the session, which includes the reading of books in English and Spanish and the teaching of vocabulary in English and Spanish.
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Alenezi, Abduhameed Muhatlis. "Task-based Approach in Teaching Translation: A Case Study in Jouf University." Higher Education Studies 10, no. 2 (May 8, 2020): 189. http://dx.doi.org/10.5539/hes.v10n2p189.
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Task-based approach is commonly used in second language teaching and it has been adopted in translation teaching too. However, driven by the lack of studies on task-based approach in translation especially in the very early stages of teaching translation, Saudi universities are no exception, this study focuses on the significance of implementing this approach in teaching the first practical translation course in a translation academic programme. It mainly examines the development of translation competence through task-based approach. A case study at English language department in Jouf University has been carried out where 39 students were taught using this method in their first practical translation course. Li’s (2013) customized model, namely task-based teaching in translation, is adopted here and the tasks were specifically selected to develop students’ translation competence in general and their bilingual competence in particular. The results drawn from this study found tangible development of students’ translation competence as well as bilingual competence.
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Mardiana, Diand. "The Development and Application of Bilingual Engineering in an Education Institution (A Case Study in RMB)." Scope : Journal of English Language Teaching 5, no. 1 (November 15, 2020): 20. http://dx.doi.org/10.30998/scope.v5i1.6577.
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<p align="center">Teaching Speaking effectively is one of problems in the field of language teaching. Many teachers and schools are frustated in activating students’ speaking ability. We need a research to find an appropriate teaching method and teaching strategy to handle the problem. This qualitative research was applied by using <em>system perspective. </em>Theoretically, system perspective is a study of system by questioning: how and why a system entirely works as it should be. The researcher will come into the system, observing how the bilingual engineering is applied. The object of the research will be focused on observing the forms of bilingual engineering and all parties’ opinion related to applying bilingual program. The researcher also did literature study as a comparative study especially related to bilingual theory. The result of the research shows that the program is success. It is shown by the good satisfaction level. Satisfaction will be able to improve school’s academic achievement. Finally, the researcher believes that the application of the bilingual program has a significant implication to the school’s overall achievement. </p>
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Abbas, Ali, and Summaira Sarfraz. "Developing a Prototype to Translate Text and Speech to Pakistan Sign Language With Bilingual Subtitles: A Framework." Journal of Educational Technology Systems 47, no. 2 (September 3, 2018): 248–66. http://dx.doi.org/10.1177/0047239518794168.
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The purpose of the study is to provide a literature review of the work done on sign language (SL) around the world and in Pakistan and to develop a translation tool of speech and text to Pakistan Sign Language (PSL) with bilingual subtitles. Information and communication technology and tools development for teaching and learning purposes improve the learning process and facilitate both teachers and students. In Pakistan, unimpaired people face a lot of problems to communicate with deaf people due to the lack of SL understanding, learning resources, and interpreters. This problem is faced by the teachers who communicate with deaf students in the classrooms. The communication gap is filled with the development of a translation tool as Haseeb and Illyas concluded in their study that using this kind of tool, deaf people will have more opportunities to communicate with other members of society at every level. Different components of technology such as Python programming language, Natural Language Tool Kit, prerecorded PSL videos, Linux-based server, and databases are used to develop the prototype of PSL translation tool. This study provides a literature review to highlight the existing technological work done around the world and in Pakistan and also provides an architectural framework of the PSL translation tool which is developed by the researchers to facilitate the people who face difficulty to communicate with deaf people.
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Morilla García, Cristina, and Víctor Pavón Vázquez. "Factores psicopedagógicos que afectan a la adquisición de la comprensión oral de la L2 en diversos contextos españoles bilingües y no bilingües: influencia de las inteligencias múltiples." Journal of English Studies 16 (December 18, 2018): 185. http://dx.doi.org/10.18172/jes.3550.
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Research on the mind, the brain and education has shed light on the process of learning a foreign language in bilingual education. The present study attempts to investigate the relationship between L2 listening skills and multiple intelligences in bilingual and non-bilingual contexts. The research was conducted on fourth year primary school students. It involved two schools in the province of Cordoba (Andalusia, Spain) and one school in the Community of Madrid, that had implemented different educative programmes for the acquisition of listening skills: Advanced Methods Corporation (AMCO) which is a bilingual education program that integrates multiple intelligence strategies into the curriculum, Content and Language integrated learning (CLIL) and the traditional method of teaching English a foreign language (TEFL). The results of this eclectic study indicate that a bilingual education program that includes multiple intelligence strategies benefits students´ listening proficiency by promoting motivation in the learning process.
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Sir, Vinoth, and K. Nirmala. "E-Learning through Single Hand and Two Hand Sign Language." International Journal of Emerging Technologies in Learning (iJET) 12, no. 10 (November 2, 2017): 192. http://dx.doi.org/10.3991/ijet.v12i10.7034.
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E-learning is commonly referred to the intentional use of networked information and communications technology for teaching and learning. e-Learning exploits interactive technologies and communication systems to improve the learning experience. It has the potential to transform the way we teach and learn across the board. It can raise standards, and widen participation in lifelong learning. E-learn is useful method that has contributed in facilitating education for deaf mute people. Deaf mute people are able to get benefit from this technology by increasing their skills and improving their knowledge. They can use the mobility feature to learn anywhere and at any time. Most of the deaf students easily learn and develop skill and knowledge in e-learning method. Now a day’s e-learning tools are mostly used in learning method. E-learning includes computer and electronically supported learning and teaching methods. E-learning used in Web-based learning, computer-based learning, virtual based learning and digital technology. In this paper we study which type of sign language is best for learning.
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Costa Chahini, Thelma Helena, Ana Karina Verde Sampaio Mendes, and Naysa Christine Serra Silva. "Relevance of Learning Brazilian Sign Language to The Socialization of Deaf People." International Journal for Innovation Education and Research 8, no. 9 (September 1, 2020): 331–40. http://dx.doi.org/10.31686/ijier.vol8.iss9.2638.
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Through Law nº 10.436 of April 24, 2002, the Brazilian Sign Language (LIBRAS) was made official as a way of communication and expression. From it, the visual-motor language system, with its own grammatical structure, constitutes a language system for transmitting ideas and facts, originating from deaf people communities in Brazil. The Brazilian Law for the Inclusion of Persons with Disabilities (Law nº 13.146 of July 6, 2015) establishes, among others, the provision of bilingual education, with LIBRAS as the first language, and the writing mode of Portuguese as a second language in bilingual schools and classes, as well as in inclusive schools. Within this context, a descriptive exploratory research was conducted at the Center for the Training and Support of Deaf People (CAS), in São Luís/MA. We aimed at investigating the relevance of learning Brazilian Sign Language in the socialization of deaf people, considering the perception of CAS students. Ten deaf students who were currently learning LIBRAS at the Center participated in the study, out of which seven were males and three were females aged between 17 and 36 years old. Data were collected through semi-structured interviews, considering the ethical procedures involving human beings. Results indicated that deaf students learning LIBRAS at CAS do so due to a number of reasons, such as communicating with hearing people, learning, working, having autonomy, being able to leave home, making friends, and spending time with other people. Within this context, the LIBRAS interpreter is of great relevance to the social, educational and professional inclusion of deaf people, as well as a communication mediator between deaf and hearing people. However, the LIBRAS teaching-learning process still requires a more efficient socialization and/or operationalization, aiming to reach society in general, and to include deaf people, thus breaking up myths, stigmas, prejudices, discriminations and unfavorable social actions related to the disability and their human potential. Employing a sensitive look and listening to the exclusion situations many deaf people are suffering is urgently needed to safeguard the respect to the human being and to the deaf people’s culture.
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Et.al, Zuraini Ramli. "A Case Study of Translanguagingin Bilingual Teaching and Learning in Public Universities in Malaysia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 381–89. http://dx.doi.org/10.17762/turcomat.v12i3.742.
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This study aims to explore the cross-language learning, referred astranslanguaging in bilingual teaching and learning(T&L) at the level of higher learning institutions, through the analysis of case studies conducted at three Public Universities (UA) in Malaysia. This study uses a case study method involving three lecturers in three UAs in Malaysia. Data is derived from audio recordings of three lectures per lecturer, in-class observations, as well as interviews with lecturers and a group of students from each class.Alllecture recordings and interviews were transcribed and qualitatively analysed.This study shows that translanguaging occurs in all recorded T&L sessions.Translanguagingbecomes the practice for bothlecturers and students as it encourages students to be more interactive and responsive and to prepare students to join the broaderscientific community on an international level.This study is equally crucial for both partiessince the use of a language other than the medium of instruction should be given space in T&L in public universities which uses English as the medium of instruction.
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Ambarini, Ririn, Arso Setyaji, and Sri Suneki. "Teaching Mathematics Bilingually for Kindergarten Students with Teaching Aids Based on Local Wisdom." English Language Teaching 11, no. 3 (February 1, 2018): 8. http://dx.doi.org/10.5539/elt.v11n3p8.
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Language and Mathematics are both skills and knowledge that need to master well so that it can be the provision for students’ future life when mingling with the community or society. Because of that the integration of teaching both language and Mathematics in bilingual Math learning will give many benefits to the students. They will learn not only how to interact with others by improving their communication skills but also how to develop their Math concepts and skills. Moreover students will also get lots of advantages by learning Mathematics bilingually. This study aimed to find out the development of the students’ English for Math ability in numbers and number sense in which the process of teaching learning is equipped with teaching aids based on local wisdom. The participants were 30 kindergarten students. The study used descriptive qualitative method and the results revealed that the teaching learning activities with teaching aids designed based on local wisdom have a significant effect on the development of both kindergarten students’ performance in English for Math activities and their love toward the local products found in their surrounding environment.
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Akbar, Rahima Sayed Sulaiman, and Hanan Ali Taqi. "Translanguaging as an ESL Learning strategy: A case study in Kuwait." International Journal of Higher Education 9, no. 6 (August 25, 2020): 54. http://dx.doi.org/10.5430/ijhe.v9n6p54.
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In the domain of teaching bilingual students, the issue of using the first language in a second-language based class has been widely controversial. While some studies have questioned the method of moving between the two languages—Translanguaging, others found it highly beneficial. Here we aimed to investigate the effect of Translanguaging on the learner’s performance and language learning. 34 consenting female students of English participated in oral and written exercises pre-and-post the use of Translanguaging. A short questionnaire was answered afterwards to elicit the participants’ perception on the use of Translanguaging as part of their classwork. Even though students did not believe that their ability to alternate between the two languages has placed them in a significantly enhanced comfort zone, their higher grades post-Translanguaging indicate Translanguaging enhanced their understanding and enabled them to achieve higher levels of knowledge processing. Nevertheless, the participants’ language was not significantly affected by the process. Overall, we can conclude that Translanguaging in a bilingual classroom is effective in fully understanding the topic and the information provided, yet it does not help improve language proficiency.
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Rojas, Luis Ricardo, and Jenifer Rueda Varon. "Teaching English through Task and Project-Based Learning to Embera Chamí Students." Colombian Applied Linguistics Journal 1, no. 21 (April 23, 2019): 78–90. http://dx.doi.org/10.14483/22487085.13109.
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Bilingual indigenous students who attend public schools around the country are to develop English language skills as part of the suggested curriculum created by the Colombian Ministry of Education. This is the case of the Embera Chamí students in Florencia, Caquetá whose conditions for learning English differ from those of monolingual Spanish students. The purpose of this study is to analyze the difficulties and the advantages of learning English through task- and project-based learning in bilingual indigenous students. The analysis of the study was developed through the method of systematization of experience. Results suggest that the two learning approaches enhanced indigenous students’ speaking skills and facilitated vocabulary recognition. However, the students mentioned being more interesting in learning English for specific purposes.
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Shi, Guo You, Shuang Liu, and Peng Chen. "Design and Implementation of E-Learning System for Code-Switching Bilingual Teaching." Applied Mechanics and Materials 241-244 (December 2012): 2886–90. http://dx.doi.org/10.4028/www.scientific.net/amm.241-244.2886.
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To support code-switching bilingual teaching in computer major courses, an online e-Leaning system based on model-view-controller (MVC for short) architecture is designed and implemented using object-oriented analysis and design method. Here, Struts, Spring and Hibernate are chosen as development frameworks to implement MVC model. Google Translate API as a tool that automatically translates text from one language to another language is adopted to support web pages with multiple languages. Based on various teaching materials such as video or audio or flash, it is easy for students to finish self-study and for teachers to finish supplementary teaching. With this e-Learning system, it is convenient to arouse students’ interests of computer major courses, improving students’ English expression skills of speaking and writing and enhancing students’ international employment competence.
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Shi, Li Juan, Ping Feng, Jian Zhao, Li Rong Wang, and Na Che. "Study on Dual Mode Fusion Method of Video and Audio." Applied Mechanics and Materials 734 (February 2015): 412–15. http://dx.doi.org/10.4028/www.scientific.net/amm.734.412.
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In order to solve the hearing-impaired students in class only rely on sign language, amount of classroom information received less, This paper studies video and audio dual mode fusion algorithm combined with lip reading、speech recognition technology and information fusion technology.First ,speech feature extraction, processing of speech signal, the speech synchronization output text. At the same time, extraction of video features, voice and video signal fusion, Make voice information into visual information that the hearing-impaired students can receive. Make the students receive text messages as receive visual information, improve speech recognition rate, so meet the need of the classroom teaching for hearing-impaired students.
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Petersen, Douglas B., Helen Chanthongthip, Teresa A. Ukrainetz, Trina D. Spencer, and Roger W. Steeve. "Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students." Journal of Speech, Language, and Hearing Research 60, no. 4 (April 14, 2017): 983–98. http://dx.doi.org/10.1044/2016_jslhr-l-15-0426.
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Purpose This study investigated the classification accuracy of a concentrated English narrative dynamic assessment (DA) for identifying language impairment (LI). Method Forty-two Spanish–English bilingual kindergarten to third-grade children (10 LI and 32 with no LI) were administered two 25-min DA test–teach–test sessions. Pre- and posttest narrative retells were scored in real time. Using a structured intervention approach, examiners taught children missing story grammar elements and subordination. A posttest was administered using a parallel story. Results Four classification predictors were analyzed: posttest scores, gain scores, modifiability ratings, and teaching duration. Discriminant function analysis indicated that an overall modifiability rating was the best classifier, with 100% sensitivity and 88% specificity after 1 DA session and 100% sensitivity and specificity after 2 sessions. Any 2 combinations of posttest scores, modifiability ratings, and teaching duration for just 1 session resulted in sensitivity and specificity rates over 90%. Receiver operating characteristic analyses were used to identify clinically usable cutoff points. Post hoc exploration indicated that similar results could be obtained after only one 5–10-min teaching cycle, potentially further abbreviating the DA process. Conclusion Concentrated English narrative DA results in high classification accuracy for bilingual children with and without LI. This efficient version of DA is amenable to clinical use.
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Sucitra, Sucitra. "Students’ Perceptions toward Bilingual Education at ICP Chemistry Education in Makassar." Journal of Asian Multicultural Research for Educational Study 1, no. 1 (August 14, 2020): 8–13. http://dx.doi.org/10.47616/jamres.v1i1.10.
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This study aims to find out: (1) students’ perceptions toward bilingual education in ICP (International Class Program) toward the use of two languages of instructions (English and Indonesian) by the lecturer in classroom. (2) to investigate its benefit for students in ICP chemistry education. The researcher adopted a descriptive qualitative research with a case study method. To gain the data, the researcher employed questionnaire with the students. the subjects in this study were 24 of students sixth semester belong to the International Class Program (ICP) chemistry education in State University of Makassar. The results of this study showed that there were the bilingual education helps the students to gain control their English skill. It showed that students’ positive perceptions toward the use of bilingual language as language instruction in the classroom by the lecturer. It is concluded that teaching chemistry in English facilitates the learners’ attempt in learning English.
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Adetuyi, Chris Ajibade. "RELEVANCE OF BILINGUALISM IN ADULT LEARNERS’ ENGLISH LANGUAGE DEVELOPMENT IN SOUTH-WEST NIGERIA." Journal of English Education 4, no. 1 (June 20, 2019): 16–23. http://dx.doi.org/10.31327/jee.v4i1.888.
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The general English studies was introduced as a compulsory course for sandwich learners of colleges of education with a view to allowing them attain proficiency in English. Despite the measure, it seems attainment of proficiency is a mirage. Unattainment of English proficiency in sandwich program has been ascribed to less satisfactory teaching skill embracing language competence and pedagogy. However, there has been a dearth of studies on the teaching method of facilitators of the course. This paper therefore, has a focus on the relevance of bilingualism, in English Language development in the sandwich centers. Pretest and posttest control group as quasi-experimental design with 3X2X2 factorial matrix was adopted for the study. Data were analyzed using analysis of covariance and multiple classification analysis. Bilingual method of teaching was ascertained as having an upper hand over Direct and conventional method with a mean score of 67.54. Bilingualism therefore proved relevant to the teaching of General English Studies to the Adult learners. The paper concludes that facilitators should recognize the learners' mother tongue in the learning of English. This would stimulate learners' interest, accelerate their understanding, and ensure effective class-contact needed in adult education teaching-learning process.
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Chagas-Neto, Francisco Abaeté, Barbara Caracas, Idalia Fortaleza, Esio Fortaleza, Eduardo Lima Rocha, Atul Kumar Taneja, Evandro Abreu, and Marcello Henrique Nogueira-Barbosa. "Integrating bilingual musculoskeletal imaging education into radiology and diagnostic imaging residency programs." Radiologia Brasileira 51, no. 3 (May 21, 2018): 162–65. http://dx.doi.org/10.1590/0100-3984.2017.0027.
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Abstract Objective: To analyze the perception of the relevance of introducing bilingual (Portuguese-English) musculoskeletal imaging education into radiology and diagnostic imaging residency programs, describing the method used. Materials and Methods: To evaluate the relevance of incorporating the bilingual study of musculoskeletal imaging into medical residency programs, we administered a questionnaire, consisting of several multiple-choice questions and one subjective question, to 21 radiology residents at a private tertiary hospital. The residents completed the questionnaire voluntarily and anonymously. Results: Integrating English teaching into radiology training was considered important by 95.2% of the residents. Approximately 90% of residents believe that the method applied at their institution is suitable for learning. Conclusion: The introduction of the English language into the teaching of musculoskeletal imaging in the radiology residency program was perceived positively by the residents, and the preceptors effectively supported those activities.
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Artika, Febria Sri, Widya Syafitri, and Risdaneva Risdaneva. "Developing Life Skill Based English Instructional Material in Bilingual Pesantren." Al-Ta lim Journal 27, no. 3 (December 30, 2020): 272–81. http://dx.doi.org/10.15548/jt.v27i3.645.
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This study is aimed at developing life skill based English instructional material in bilingual pesantren by using 4D Model (Define, Design, Develop, and Disseminate). To achieve this aim, this study was conducted using the Research Development (R d) method. As parts of this method, a series of data collecting techniques involving pre-experimental teaching, interviews, observations, and tests of effectiveness, practicality and validity, were carried out to gather both quantitative and qualitative data. The participants of this study were one English language teacher and students of Class XI Timur Tengah, Insan Cendikia Boarding School (ICBS) Payakumbuh. The findings of this research reveal that the life skill based instructional material is valid and practical. Consequently, the life skill-based materials development can positively give the effective result as the innovation in English instructional material
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Subasno, Yohanes, I. Nyoman, Marthen Pali, and Imanuel Hitipeuw*. "The Effectiveness of Multiplex Teaching Method in Mastering Vocabulary for Deaf Students." European Journal of Educational Research 10, no. 4 (October 15, 2021): 1649–67. http://dx.doi.org/10.12973/eu-jer.10.4.1649.
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<p>This study aims to measure the effectiveness of “multiplex teaching method” in mastering vocabulary for deaf students. Multiplex teaching method consists of picture language, sign language, printed-word language, written language, and spoken language. The research was designed as a single subject research (SSR) with baseline, intervention, and maintenance phase (A-B-A’ design). The research subjects consisted of two deaf students in special school of SLB Bhakti Luhur Malang, Indonesia. In addition, a special education teacher and an observer were involved in this study. The intervention instrument comprised five lesson plans (LP), each containing a vocabulary of four words. The data were analyzed using intra-condition and inter-condition graphical inspection with a focus on data stability, trends, and score changes. The effectiveness was determined by the Percentage of Non-Overlapping data (PND). The change of score from A'/A achieved by Subject-1 was 7.86 points, while Subject-2 obtained 7.68 points. Subject-1 obtained an average PND B/A of 100% and average PND A'/B of 82.5%. Subject-2 achieved an average PND B/A of 99% and PND A’/B of 90%. Thus, multiplex teaching method is very effective in helping deaf students master vocabulary.</p>
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Kurniawan, Rio, Sugeng Sugiyono, and Tulus Musthofa. "INTEGRATIVE ARABIC LANGUAGE TEACHING OF INTEGRATED ISLAMIC ELEMENTARY SCHOOLS IN SOLO RAYA." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 8, no. 1 (June 30, 2021): 60–74. http://dx.doi.org/10.15408/a.v8i1.20095.
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Integrated Islamic Schools, which is very influential in the education system in Indonesia, stand behind this research. This research explored Arabic language teaching at the Integrated Islamic Elementary Schools in Solo Raya with different integrative system backgrounds. It aimed to answer how the language was taught and learned in Integrated Islamic Elementary Schools in Solo Raya and the learning process from Hector Hammerly's perspective. This research was a field research model with a case study approach under the constructivist research paradigm. The results show that the Arabic language is taught depending on the need in Integrated Islamic Elementary Schools in Solo Raya, and it follows the curriculum of each school. The Hector Hammerly perspective in Arabic language teaching applies cognitive, collaborative, natural, and communicative approaches. The teaching strategies were, among others, presentation, L1 usage, visual aids, practices, error correction, technological aids, evaluation (the students’ performance or teacher-and-student quizzes to evaluate daily progress), and CA-OB (cognitive audio-oral bilingual) method.
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.
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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.
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Wright, Courtney A., Ann P. Kaiser, Dawn I. Reikowsky, and Megan Y. Roberts. "Effects of a Naturalistic Sign Intervention on Expressive Language of Toddlers With Down Syndrome." Journal of Speech, Language, and Hearing Research 56, no. 3 (June 2013): 994–1008. http://dx.doi.org/10.1044/1092-4388(2012/12-0060).
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Purpose In this study, the authors evaluated the effects of Enhanced Milieu Teaching (EMT; Hancock & Kaiser, 2006) blended with Joint Attention, Symbolic Play, and Emotional Regulation (JASPER; Kasari, Freeman, & Paparella, 2006) to teach spoken words and manual signs (Words + Signs) to young children with Down syndrome (DS). Method Four toddlers (ages 23–29 months) with DS were enrolled in a study with a multiple-baseline, across-participants design. Following baseline, 20 play-based treatment sessions (20–30 min each) occurred twice weekly. Spoken words and manual signs were modeled and prompted by a therapist who used EMT/JASPER teaching strategies. The authors assessed generalization to interactions with parents at home. Results There was a functional relation between the therapist's implementation of EMT/JASPER Words + Signs and all 4 children's use of signs during the intervention. Gradual increases in children's use of spoken words occurred, but there was not a clear functional relation. All children generalized their use of signs to their parents at home. Conclusions The infusion of manual signs with verbal models within a framework of play, joint attention, and naturalistic language teaching appears to facilitate development of expressive sign and word communication in young children with DS.
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Sheremet, O. V. "Modernization of educational translation as a methodical method of teaching Russian in a Turkish audience." Язык и текст 6, no. 1 (2019): 97–104. http://dx.doi.org/10.17759/langt.2019060117.
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The article analyzes the concept of training translation as a means of forming the professional competence of future philologists in the context of Turkish-Russian bilingualism. It is revealed that the using of training translation, along with the methods of comparison and comparative studying, could have made the contribution to the development of students’s communicative personality. It is emphasized that in the functional bilingualism’s conditions modernized training translation has a positive effect on the creation of an assertive educational environment. It also helps to overcome the cultural and speech shock. The features of the using of this method during the study of Russian as a foreign language are considered as well. A wide range of scientific, methodological and linguistic sources has been analyzed, on the basis of which a classification of bilingual translation exercises has been proposed.
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Orellana, Carla I., Rebekah Wada, and Ronald B. Gillam. "The Use of Dynamic Assessment for the Diagnosis of Language Disorders in Bilingual Children: A Meta-Analysis." American Journal of Speech-Language Pathology 28, no. 3 (August 9, 2019): 1298–317. http://dx.doi.org/10.1044/2019_ajslp-18-0202.
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Purpose Dynamic assessment (DA) has generally been accepted and recommended for use with bilingual children; however, no meta-analysis or systematic review of the diagnostic accuracy for language impairment within this population exists. Therefore, this study aimed to examine the current use of DA and its diagnostic accuracy for language impairment in bilingual children. Method Through a key word search of PsycINFO, ERIC, Academic Search Premier, and MEDLINE via EBSCOhost, 7 studies were identified. Participants ranged from 3 to 8 years old. Areas of language addressed through DA included labeling single words, morpheme rule learning, ability to learn nonwords, and narratives. Study results were analyzed with respect to diagnostic accuracy, participant modifiability, and methodological quality. Results Overall, participants with typically developing language received higher scores on the language assessments used in DA studies compared to participants with a language impairment. Gain scores were generally not useful for differentiating between children who did or did not have language impairments. However, clinician judgments of modifiability during the teaching phase of DA consistently yielded significant group effects favoring the typically developing children. Across the 7 studies, sensitivity and specificity were reasonably high, with all studies meeting or close to meeting the set criteria (≥ 0.8). Conclusion Suggestive evidence supports the use of DA for diagnosing language disorders in bilingual children. However, limitations in the methodological quality of the studies that were reviewed could have resulted in inflated diagnostic accuracy and decreased validity. Supplemental Material https://doi.org/10.23641/asha.8232926
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Simsar, Ahmet. "Preschool Teachers' Views on In-Class Science Activities with Minority Children." International Journal on Social and Education Sciences 3, no. 2 (April 25, 2021): 216–36. http://dx.doi.org/10.46328/ijonses.170.
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This article focuses on preschool teachers’ views on in-class science activities with Syrian refugee children. Studies concerning science teaching with bilingual children have issues about language and communication. In this study, data were collected by using 9 semi-structured open-ended questions. The case study method was used as research design, and the preschool teachers (N=58) working in Kilis, which is one of the effected cities by Syrian immigration were selected for data collection. Content analysis was used for the data analysis process. The results showed that language and communication is one of the significant issues in class. However, results also showed that Syrian children are more interested in animals and plants and have good observation skills. The teachers stated that they mostly used experimenting in class due to the children’s scientific language skills. The study highlighted in-class presentations and discussions while teaching science with Syrian refugee children.
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Parvez, Komal, Muzafar Khan, Javed Iqbal, Muhammad Tahir, Ahmed Alghamdi, Mohammed Alqarni, Amer Alzaidi, and Nadeem Javaid. "Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language." Sustainability 11, no. 11 (May 30, 2019): 3064. http://dx.doi.org/10.3390/su11113064.
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Technology plays an important role in our society, especially in the field of education. It is quite regrettable that people, particularly the deaf, still face a lot of challenges in acquiring an education. Their learning methods are different as compared to hearing people. They use Sign Language (SL) rather than natural language to communicate and learn. They are required to put a lot of effort into learning different concepts using conventional pedagogies. Therefore, there is a dire need for some assistive technology to improve their learn-ability and understandability. In the present study, 192 deaf participants aged 5–10 years were sampled from two special child institutes. The objective of the present study was to determine the effectiveness of a mobile interface through a developed mobile application for learning basic mathematical concepts using Pakistan Sign Language (PSL). The present study bridges the gap between the technology-based method and conventional teaching methods, which are used for teaching mathematical concepts using PSL. The participants were divided into two groups, that is, one group learned through conventional methods (flash cards and board) and the other group through the developed mobile application. The difference in the performance of both the groups was evaluated by conducting quizzes. The quiz results were analyzed by the Z-test and ANOVA. The findings revealed that the Experimental Group (EG) participants, who were instructed by our mobile application showed higher proficiency in the quizzes as compared to the Control Group (CG). EG participants performed better than CG by 12% in the quizzes. A gender based difference was also observed for the quiz scores. Male participants in category C (word problem learning) performed 2.7% better than females in the EG and 2.5% better in the CG. Moreover, a significant difference was also observed in the time taken by participants in both groups to complete the quizzes. CG participants took 20 min longer than EG participants to complete the quizzes. The results of the ANOVA showed that the quiz scores were directly affected by the mode of teaching used for participants in both groups.
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Basso, Jaqueline Daniela, and Celi Corrêa Neres. "EDUCAÇÃO ESPECIAL E LÍNGUA BRASILEIRA DE SINAIS NA FORMAÇÃO DE PROFESSORES DO CAMPO." COLLOQUIUM HUMANARUM 17, no. 1 (November 11, 2020): 106–24. http://dx.doi.org/10.5747/ch.2020.v17.h472.
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Special Education is the right of all students with some type of disability; global disorder or high skills / giftedness, a modality present in all stages of Brazilian schooling, from day care to universities, regardless of where the school is located. Therefore, Special Education must take place both in urban schools and in rural schools. As for the specialized educational assistance of deaf students, he must be bilingual, in Brazilian Sign Language and Portuguese Language. Thus, in this study we aim to reflect on the interface between special education and rural education with an emphasis on the inclusion of Libras as a mandatory curricular component in teacher training courses for rural teachers. In order to achieve this objective, we use a bibliographic review; documentary analysis of part of the legislation governing Special Education and a case study of a qualitative and quantitative nature of a Special Degree Course in Pedagogy of the Earth through the documentary analysis of its Political Pedagogical Project and a questionnaire applied to a sample of its students. graduates. We conclude that the inclusion of the Libras discipline in undergraduate courses represents a gain for the deaf community and the possibility of training teachers aware of its importance for the bilingual schooling of deaf students and the educational rights of these students. However, it has not proved to be sufficient to make future teachers proficient in Libras, in this sense we suggest as possibilities the increase in the course load of courses, their deepening in teaching and extension projects and we point to the need for more research in the area.
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Reaisi, Mina, Hossein Ghaiyoomian, and Massome Raeisi. "Rural and Urban EFL Teachers and Students' Attitude toward Using L1 in Iranian English Classrooms." Theory and Practice in Language Studies 10, no. 8 (August 1, 2020): 999. http://dx.doi.org/10.17507/tpls.1008.21.
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This study aimed to explore students’ attitude toward the effect of using translation from L1 to L2 on improving English accuracy. It carried out in a junior high school in Isfahan, Iran and administered in two phases, one with teachers and another with students. The qualitative approach and survey design were exploited to conduct the research. The participants of the study were 30 students and they were given two sets of questionnaire. Findings showed that EFL teachers and students in rural areas used L1 no more than teachers and students in urban EFL classrooms. Results have shown that there is not any significant relationship between the use of translation and the students' attitudes towards the use of L1. They also indicated that there is a significant relationship between the method of teaching and the students' attitudes towards using L1 in EFL classroom. The findings of this study can be useful for EFL students as well as teachers to enhance the efficiency and productivity of bilingual classes.
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Γεωργοκωστόπουλος, Χρήστος, and Μαρία Τζουριάδου. "Η αντιληπτική λειτουργία παιδιών 8-13 ετών με προγλωσσική απώλεια ακοής." Psychology: the Journal of the Hellenic Psychological Society 26, no. 1 (March 24, 2021): 169. http://dx.doi.org/10.12681/psy_hps.26237.
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In this study, we investigated the perceptual function of deaf/hard of hearing children. The sample of the study consisted of 58 pupils aged 8-13 years old (3rd-6th graders) with severe (60-90 db) or profound (90 db and above) neurosensory hearing loss – pre-lingual with or without cochlear implants. Children with co-morbidity (intellectual disabilities, syndromes, autism, motor disorders, etc.) and children with post-lingual deafness/hearing impairment were excluded. In order to investigate their perceptual function, the Perceptual Functionality Criterion was used. The results of the study show that deaf/hard of hearing participants exhibit a “sporadic” profile regarding the general perceptual functionality. In particular, the participants were found to perform similarly in terms of visual-perceptive skills, while there was one exception, i.e. their visual-motor skills were worse. Higher scores have been shown in the domain of kinesthetic and tactile perception and lower ones regarding vestigial perception, especially in terms of the sense of balance. In addition, the perceptual function was investigated among the cochlear implant participants and those with conventional hearing aids. The results showed no significant differences between the two groups regarding the perceptual function, although the visual perception was found to be significantly better among the users of conventional hearing aids relative to cochlear implant users. Finally, the perceptual function was investigated in terms of the main method of language/communication used. The data indicated that participants, regardless of whether they use sign language, total/bilingual or oral communication, performed roughly similarly on the test variables. Among the different types of main method of language/communication, statistically significant differences were absent, though regarding the visual and kinesthetic perception sign language users outperformed the users of oral communication.
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Romaniuk, Svitlana Zakharivna, and Iryna Shaposhnikova. "Bilingual Schools as a Model of National Education of the Ukrainians Abroad in a Foreign Language Environment." Studia Gdańskie. Wizje i rzeczywistość XVII (May 1, 2021): 229–65. http://dx.doi.org/10.5604/01.3001.0014.9108.
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The article provides a retrospective analysis of the evolutionary proc-esses of formation and development of native language education of Ukrainians in the polyethnic environment of Canada and the important role of the state bilingual (Ukrainian-English) school, their importance in preserving the national culture of diaspora Ukrainians. The organizational and pedagogical principles of the educational process in bilingual schools as the main means of learning the native language by Canadian Ukrainians are highlighted. In Canada, there are four types of language immersion programs. They differ from each other in the number of academic hours dedicated to learning in the second language. The full immersion program in the second language takes 80 to 100 percent of the study time. In the programs of partial immersion during the first half of the day training is conducted in the second lan-guage, and during the other – in English. It is established that the system of bilingual education gave students the opportunity to master the Ukrainian language as a subject and at the same time to study certain school subjects in this language, which is extremely important from a psychological point of view. According to the educational program for grades 1–12 in the first three grades, the main focus is on listening, speaking and cultivating respect for culture, but already in the second grade, children begin learning reading and writing; in the 4–6 grades the culture of language is formed – its comprehension, speaking, reading and writing; in grades 7–12 students improve language and speech knowledge, skills and abili-ties, use them in their everyday life. It is found out that the main method of forming language and speech competence is conversational-visual. To implement it, teachers widely use methodological resources of teaching: printed educational publica-tions, audio and video resources, educational and methodical materials on different types of media, information and communication Internet resources, periodicals, primarily pedagogical. It has been detected that public bilingual schools in Canada contrib-ute to the mastery of the Ukrainian language as a major factor in pre-serving the ethnocultural identity of Canadian Ukrainians, an important means of their ties to the world Ukrainians.
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Al Zumor, Abdulwahid Qasem. "CHALLENGES OF USING EMI IN TEACHING AND LEARNING OF UNIVERSITY SCIENTIFIC DISCIPLINES: STUDENT VOICE." International Journal of Language Education 1, no. 1 (March 5, 2019): 74. http://dx.doi.org/10.26858/ijole.v1i1.7510.
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This study examines the challenges of using English medium instruction (EMI) in teaching and learning scientific disciplines. The main objective of the study is to identify students’ perceptions regarding lecture comprehension, communication, pedagogy, assessment, and affect in an EMI setting. The participants in this study are 264 Saudi students who study Computer Science, Engineering, and Medicine. A questionnaire with a four-point Likert scale was used to survey the participants’ views on the challenges they encounter as a result of the use of EMI for teaching and learning scientific disciplines. The collected data were analysed quantitatively with SPSS and qualitatively by using the content analysis method. The major findings of the study are: a) using English language to teach scientific disciplines has a seriously negative impact on the scientific content comprehension and assessment of a majority of the students in the present study, b) using English language as the medium of instruction and assessment causes anxiety, frustration, tension, fear, embarrassment and, ultimately, poor educational outcomes, c) EMI deprives the students of their basic rights to effective understanding, communication, interaction, discussion and inquiry. The study recommends ensuring quality English education in the foundation year and examining the option of “additive bilingual education.”
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Widodo, Anang, and Septi Riana Dewi. "Revealing Problems on Teaching English for Young Learners at Al – Azhar 55 Islamic Primary School Yogyakarta and How to Solve Them." Jurnal VARIDIKA 30, no. 2 (January 15, 2019): 21–29. http://dx.doi.org/10.23917/varidika.v30i2.7571.
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The present paper aims to reveal the problems faced by teachers when teaching English for second – grade students at Al – Azhar 55 Islamic Primary Schoolin Yogyakarta. This bilingual school is considered as a pilot project which began theprogram in July 2016. There are only 2 classes which are the first and second grade.However, this study involved 21 second-grade students, 2 homeroom teachers, and 1native speaker. Qualitative method was applied in this study by combining documentanalysis, observation, and interview both students and the teachers. The results showsome problems occurred during teaching and learning process and how the teachersovercome them. The problems were (1) students’ lack of discipline during teaching andlearning process (2) the variety of students’ English ability, (3) difficulty in creating habit to use English as daily language, and (4) less support from parents. While, the solutions were (1) applying Class Dojo application, (2) providing the preparation class, (3) support and assistance from teachers and friends, and (4) hands – on learning.
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Moraes, Marcia, Bruno Galasso, Ricardo Janoario, and Dirceu Esdras. "Graduates: an overview of the trajectory of graduates in education from the National Institute for the Deaf." Ensaio: Avaliação e Políticas Públicas em Educação 26, no. 100 (July 2018): 1084–107. http://dx.doi.org/10.1590/s0104-40362018002601546.
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Abstract This study focuses on the trajectory of graduates from the Instituto Nacional de Educação de Surdos (National Institute for the Education of the Deaf) – INES. It aims at analysing the career development and academic outcomes of students who followed Education degree courses at the INES. One of the objectives of our research was to assess the relationship between these students’ degree courses and graduate follow-up. As a survey tool, we used a bilingual online questionnaire (BSL – Brazilian Sign Language – and Portuguese Language), comprising multiple choice and essay questions, designed for 41 graduates in Education, who obtained their degrees between 2009 and 2016. The majority of the participants were mixed-race women, with no hearing disability, average age of 37, and a monthly income of 3 to 4 minimum wages. The analysed data reveals that more than 90% of the graduates regarded their INES degree courses as good or excellent. In relation to the content of these degree courses, twelve categories were considered rather unsatisfactory, and the most criticised of all was the “curriculum”. Other topics frequently criticised were: the lack of BSL modules in the curriculum, the standard of teaching, lack of modules related to deafness, internship and materials available.
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Dobkowska, Joanna. "Koncepcja wspólnej podstawy biegłości językowej w rozwijaniu umiejętności argumentacyjnych dwujęzycznych uczniów Szkół Europejskich." Kwartalnik Pedagogiczny, no. 65/4 (July 19, 2021): 23–36. http://dx.doi.org/10.31338/2657-6007.kp.2020-4.2.
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The article presents the possibility of using the concept of a common core of language proficiency in developing the argumentative skills of the bilingual students of European Schools – an institution comprising a network of educational centres operating in the European Union, which provide multilingual and multicultural pre-school, primary and secondary education. In the study, conducted with the desk research method, the author analysed curriculum documents constituting the basis for the work of native and foreign language teachers in European Schools. The research shows that the curricula for different languages provide for similar general competences, but differ in terms of the philosophy of language education and the emphasis placed on particular content and teaching methods. This opens up the possibility of collaboration between teachers, who can increase the effectiveness of their work by building on skills common to all languages.
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Wu, Zheng, and Shaohua Jiang. "The Current Status of Research on English Language Teaching for Deaf Students - A Visual Analysis Based on CiteSpace Software." International Journal of English Language Teaching 8, no. 1 (January 8, 2021): 11. http://dx.doi.org/10.5430/ijelt.v8n1p11.
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This article is in line with the initiatives of “supporting the disadvantaged” and “developing the cause of persons with disabilities” proposed by UNESCO. With using “deaf students” and “English teaching” as the key research terms, efforts are put into searching research in the Web of Science (WOS) core collection database from the year 2000 to 2020. The index results are sorted by publication years, authors, institutions, sources and keywords. Then these statistics are visualized by CiteSpace software in five aspects, including authors, institutions, journal sources and keywords. In total, there include 4866 articles abroad in this study. The number of articles published at home and abroad show an increasing trend. These collected researches focus on the teaching method, teaching strategy, cognitive condition, sign language teaching, and cochlear implant in English teaching for deaf students. The foreign ones emphasize on ability of deaf students themselves and influence force of auxiliary tool. The overall research on English language teaching for deaf students is on the rise, and the research contents and hot topics international literature are somewhat overlapped while somewhat different. The team cooperation and international exchange should be strengthened while complementing each other, in order to promote the overall development of this field.
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Narasuman, Suthagar, Ahmad Zahir Wali, and Zahra Sadry. "The Functions of Code_Switching in EFL Classrooms." Social and Management Research Journal 16, no. 2 (October 21, 2019): 135. http://dx.doi.org/10.24191/smrj.v16i2.7068.
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Code-switching is a concept which has existed in bilingual and multilingual societies and it occurs quite frequently in English as a second or foreign language classes. Especially when the learners are all bilinguals or multilinguals and they have to switch back and forth between their mother tongue and a second or foreign language. This paper is driven by the three objectives. First, the study investigates the situations which trigger code-switching in EFL classes in Balkh and Kandahar Universities of Afghanistan. Secondly, it investigates the perception of Afghan EFL lecturers in these universities towards code-switching. Third, to find out how the EFL lecturers use code-switching as an effective strategy while teaching English in their classes. In this study, the qualitative research approach was used to collect data from four Afghan English language lecturers of the two universities via the interview method. The results of this study indicate that these Afghan EFL lecturers have a positive perception regarding code-switching and they are using it in certain situations which facilitate their teaching and students’ learning of the content, however they also hold negative perception towards switching while teaching. The findings also show that the lecturers use code-switching in different situations such as when dealing with cultural issues that tend to be difficult to explain only in the target language, explaining grammar and new vocabulary, giving clear instructions, and instructing English for Specific Purposes (ESP) classes.
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Zahirah, Fathimah Salma, and Didi Sukyadi. "Revealing Multimodal Resources in Teaching-Learning Process for Deaf Students." INKLUSI 5, no. 2 (September 30, 2018): 153. http://dx.doi.org/10.14421/ijds.050201.
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Deaf students need special treatment for gaining communication skills. Regarding this problem, there has been a new method called Maternal Reflective Method (also known as MRM) that encourages the deaf students to speak using their articulation organs simultaneously with the Indonesian Sign Language. This study aims to discover how nonverbal communication, including touch, body movement, and paralanguage are implemented in a teaching-learning discourse in the kindergarten classroom for the deaf children. The method used by the teacher in delivering the teaching material is the main focus to see the variation of pedagogic multimodal resources. The modes found are also scrutinized due to their communicative implication nature; in regard to Jakobson’s framework on the language functions: referential, emotive, conative, phatic, metalingual, and poetic. The results indicate that most of the time the teacher uses multimodal resources for commanding, prohibiting, and inviting the students in relation to the conative function of language.[Siswa Tuli membutuhkan penanganan khusus dalam mendapatkan kemampuan komunikasi. Berdasarkan hal tersebut, terdapat satu metode bernama Metode Maternal Reflektif (dikenal sebagai MMR) yang mendorong siswa Tuli untuk berbicara menggunakan organ artikulasi bersamaan dengan bahasa isyarat. Penelitian ini bertujuan untuk menelaah bagaimana komunikasi non-verbal, termasuk sentuhan, pergerakan tubuh, dan aspek paralingua diimplementasikan dalam wacana belajar-mengajar di kelas taman kanak-kanak untuk siswa tuli. Metode yang digunakan oleh guru dalam menyampaikan bahan ajar merupakan kunci dalam pencarian variasi sumber daya multimodal pedagogis. Moda-moda yang ditemukan juga diklasifikasikan berdasarkan ciri komunikatifnya; menggunakan teori Jakobson dalam fungsi bahasa: referensial, emotif, konatif, fatis, metalingual, dan puitis. Hasil penelitian mengindikasikan bahwa guru seringkali menggunakan sumber daya multimodal untuk memerintah, melarang, dan mengajak siswa sesuai dengan fungsi konatif bahasa.]
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ZHUBATYROVA, Botagoz. "Ways to develop the language competence of future speech pathologists in the context of bilingualism." ОҚМПУ ХАБАРШЫСЫ – ВЕСТНИК ЮКГПУ 27, no. 1 (March 2021): 56–65. http://dx.doi.org/10.47751/skspu-1937-0027.
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This article discusses the ways of teaching students in the chosen specialty in two languages. It is a natural phenomenon to demand from the branches of science research that meets the socio-social demand of its time. This also applies to the problem of developing the language competence of future speech pathologists in the context of bilingualism, which is the core of research work. The rapid development of the country's economy and the international cultural sphere also places a lot of demands on future specialists preparing for the labor market. For the education of a versatile personality of teenagers with deep knowledge, the future specialist must also be a professionally competent specialist himself. It is noted that one of the indicators is a specialist who speaks several languages. The article analyzes the concepts of «teaching method», «active teaching methods» and «methods of active socio-psychological training». The paper notes the importance of studying the teachings on the bilingual competence of students in the context of globalization. This article it is noted that the goal is to develop the language competence of future specialists, achieved by using knowledge about the system of language and speech, the development of communicative and cognitive skills and speech-language skills to solve problems in professional activities. The approach to the study of the Kazakh and Russian languages on a professional-oriented basis is considered as a means of mastering the chosen specialty.
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Mohamed, Nik Zaitun, Hamzah Md Omar2, and Suhaida Omar. "BRIDGING THE REAL WORLD ENGLISHES IN THE RURAL ESL CLASSROOM THROUGH TRANSLATION." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, no. 2 (December 1, 2015): 87–104. http://dx.doi.org/10.21009/ijlecr.012.19.
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Translation can play a role in the development of communicative abilities since speakers are often engaged in the work of sharing and negotiating meaning. It fosters speculation and discussion, apart from developing abilities considered fundamental for communication, such as interpretation, negotiation, and expression of meaning. However, there are views against translation in the ESL classrooms even though the method has been applied in the pedagogical process. As a result, ESL students who are weak in English are not given the opportunity to excel in the second language from their own bilingual strength. This paper attempts to study and disclose in what ways pedagogogical translation in rural ESL classrooms in Sabah is reflected into practice, thereby assessing whether the gap between pedagogical translation and translation pedagogy has beeen been bridged. In this case study, five primary teachers were selected and their knowledge and practice of translation were assessed through qualitative content analysis in pre- teaching, while teaching and post-teaching activities. A translation framework has been designed and used in assessing the teachers’ performances in using translation. This pilot study reveals that teachers have translated from the first language (L1) into the second language (L2) as a means to help students to understand the content of the English lesson. They did not have adequate knowedge on translation strategies. Thus, the designed translation framework may be used by teachers as a guide in using translation in the ESL context.
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Meuris, Kristien, Bea Maes, and Inge Zink. "Teaching Adults With Intellectual Disability Manual Signs Through Their Support Staff: A Key Word Signing Program." American Journal of Speech-Language Pathology 24, no. 3 (August 2015): 545–60. http://dx.doi.org/10.1044/2015_ajslp-14-0062.
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Purpose The goal of this study was to evaluate a key word signing (KWS) program in which adults with mild to severe intellectual disability (ID) were taught manual signs through their support staff. Our hypothesis was that spontaneous manual sign production of participants would increase significantly after 12 months of implementation of the KWS program. Method A KWS immersion program was implemented in a facility for adults with ID. First, 8 support workers received 8 hr of training. These KWS ambassadors then taught 2 manual signs per week to their colleagues, who modeled the use of the signs throughout the day in natural interactions with their clients. KWS use in 15 adults with ID and 15 of their support staff was evaluated before the start of the program and at a 12-month follow-up using a narrative task and during spontaneous conversation. Results Manual sign production of support workers and adults with ID had increased significantly 12 months after the start of the program. The adults with ID were able to express significantly more communicative functions in their narrative language after the intervention and when using KWS. Conclusion The KWS program was successful and can be applied in similar clinical settings.
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Rinkauskienė, Regina, and Vilija Salienė. "About Dialectology Lessons at Lithuanian Schools: a Qualitative Study." Pedagogika 115, no. 3 (September 10, 2014): 88–104. http://dx.doi.org/10.15823/p.2014.029.
Full textAbstract:
Modern standard Lithuanian language is the result of the development of the language over a period of time. The basis for the language was the dialect spoken in the western part of the Aukštaitija ethnographic area of Lithuania around the city of Kaunas. The vitality, wit, and meaning of the language can be better understood through dialects.
Today, however, dialects are less and less used by pupils, teachers, and students of philology; we hear less of them on radio and TV. It is understood that public use of dialects is limited by the fact that not all residents of Lithuania can understand texts in local dialects, so the most distinctive, interesting, unexpected, and expressive dialect words and words of the standard language are used passively making the language bookish, its syntactic structure rigid, and changing the whole grammar. Dialects for many pupils and young people are associated with poor language, provincial intellect and other negative associations. Such thinking is provoked by the lack of information and reluctance to take interest in one’s own local dialect as well as many other socio-cultural reasons. However, dialects are a very important part of Lithuanian culture. Many people in the21st century are bilingual, because they can speak both the standard language and dialects or at least the language with clear or slightly felt distinguishing characteristics.
Contributing to EU attempts to promote local languages and having regard to the fact that the living tradition of dialects in Lithuania is in decline, the Seimas declared 2013 as the Year of Dialects.
The aim of this article is to discuss the situation in teaching dialects at general education schools and to explore the attitude of teachers and pupils of general education schools to teaching / learning dialects.
Objectives of the research: 1) to discuss the situation in teaching dialects at general education schools and opportunities for improvement; 2) to compare the attitude of teachers and pupils to dialects; 3) to compare the attitude to dialects of teachers and pupils who work / study in an environment which has a specific dialect and in an environment which does not have a specific dialect.
The scientific problem of the article is whether teaching and learning dialects in today’s globalised world help students and teachers form their identity?
Research methods: literary analysis, analytical descriptive method, survey of teachers and pupils, and analysis of the data of the survey.
The research showed that teachers in the regions pay more attention to dialects than teachers in the city of Vilnius. Most teachers are satisfied with the theoretical material provided in the Lithuanian language textbooks, but would like to see a wider range of interesting and practical tasks. All teachers associate teaching dialects with literature lessons; activities of teachers from the Žemaitija (Samogitia) ethnographic area of Lithuania are particularly interesting as they read the books of Samogitian authors in the Samogitian dialect. Although pupils tend to assess dialect lessons positively, sometimes a very pragmatic approach to dialects can be seen: dialects are not interesting, because pupils do not see benefit from it.
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Кавітга В. and Каннан Падмасані. "The Role of Associations in Vocabulary Acquisition: A Psycholinguistic Study on Indian ESL Learners." East European Journal of Psycholinguistics 3, no. 1 (June 30, 2016): 65–72. http://dx.doi.org/10.29038/eejpl.2016.3.1.kav.
Full textAbstract:
Learning English as a second language is an area of study which demands persistent research, probing and application of the findings. In India, English language is a part of everyday life, and the exposure to English vocabulary comes through a multitude of sources which include media, game applications and social networking among others. In many instances, even complicated and less frequent words are made familiar by these sources. However, the learners of ESL struggle for a good choice of words when they are in a situation to use the language. This has led the researcher to question how the process of vocabulary acquisition happens and how the acquired words are organised and stored. The current research is a psycholinguistic analysis of the way words are organised and associated with each other in the mental lexicon of the learners. The researcher attempts to study the role and impact of associations in vocabulary acquisition through an experimental study. The participants of the study are 120 Indian ESL learners enrolled for an undergraduate programme. They were tested with two methods of teaching vocabulary, namely the word definition method and semantic cluster method. The outcome of the study is discussed in the research paper.
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Fitzpatrick, T. (2006). Habits and rabbits: Word associations and the L2 lexicon. EUROSLA Yearbook 2006, 6, 121–45.
Meara, P. (2009). Connected words: Word Associations and Second Language Vvocabulary acquisition. Amsterdam/ Philadelphia: John Benjamins.
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Sahgal, A. (1991). Patterns of language use in a bilingual setting in India. In: J. Cheshire, ed. English around the world: Sociolinguistic perspectives. (pp. 299–307). Cambridge: Cambridge University Press.
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Singleton, D. (1999). Exploring the Second Language Mental Lexicon. Cambridge: Cambridge University Press.V. Kavitha, Padmasani Kannan
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McGroarty, Mary. "EDITOR'S INTRODUCTION." Annual Review of Applied Linguistics 25 (March 2005): vii—xi. http://dx.doi.org/10.1017/s0267190505000164.
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It is a sign of overweening ambition if not hubris to think that all of applied linguistics can fit between two covers. Dynamic even when the Annual Review of Applied Linguistics (ARAL) began publication in 1981, applied linguistics has continued to change, grow, and redefine its areas of coverage, even as many other journals have emerged in the intervening 25 years. Writing in the 20th anniversary issue of ARAL, my editorial predecessors, Robert Kaplan and William Grabe, provide the historical context for the establishment of ARAL and show how it came to fit into the context of applied linguistics as the field evolved from the mid-20th century to the beginning of the 21st. They summarize the key notions that characterize applied linguistics and remark that it “commonly includes a core set of issues and practices that are readily identified as work done by many applied linguists (language teaching, language teacher preparation, and language curriculum development)” along with “several further identifiable subfields of study: bilingual studies, corpus linguistics, forensic linguistics, language contact studies, language testing, language translation and interpretation, language use in professional contexts, lexicography and dictionary making, literacy, second language acquisition, and second language writing research” (Kaplan & Grabe, 2000, p. 5). The variety and diversity of these subfields defy attempts to gather them into a single volume (although some useful recent handbooks have done so; see, for example, Davies & Elder, 2004; Kaplan, 2002); furthermore, at present, topics in applied linguistics are commonly addressed through entire handbooks for particular subfields (Bhatia & Ritchie, 2004; Doughty & Long, 2003; Spolsky, 1999) or even in multivolume sets such as the Encyclopedia of Language and Education (Corson, 1997). Hence, this year's volume should perhaps be labeled a ‘selective’ survey, or even a sampling of the field, rather than an exhaustive inventory of all possible endeavors that warrant inclusion within applied linguistics. The present volume features research on some of the perennial concerns of applied linguistics, akin to Kaplan and Grabe's ‘core issues.’
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Khalaf Abu-Snoubar, Tamador, and Bandar Khlil Mukattash. "The Place of Arabic in English as a Foreign Language University Level Classes in Jordan." Arab World English Journal 12, no. 2 (June 15, 2021): 251–67. http://dx.doi.org/10.24093/awej/vol12no2.17.
Full textAbstract:
Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.