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Direct linkZhang, Jie; Li, Hong; Liu, Yang; Chen, Yu – Reading and Writing: An Interdisciplinary Journal, 2020
Two experiments investigated whether exposure to Chinese characters and pinyin would facilitate oral vocabulary learning for Chinese as a first (L1) and second (L2) language learners. In Experiment 1, 48 second Chinese graders studied 15 made-up associations between spoken labels and pictures accompanied either by no orthography, by pinyin, or…
Descriptors: Oral Language, Vocabulary Development, Teaching Methods, Chinese
Swasey Washington, Patricia; Iglesias, Aquiles – Communication Disorders Quarterly, 2015
Young monolingual children typically demonstrate frequent tense shifting during narrative development, whereas older children maintain a consistent narration tense. Therefore, inconsistent tense usage in older children could be an indication of overall limited language skills. However, information regarding tense use in bilinguals has been…
Descriptors: Spanish Speaking, English Language Learners, Morphemes, Kindergarten
Download full textSistla, Michelle; Feng, Jay – Online Submission, 2014
Teaching English Language Learners (ELL) academics while they are acquiring English language skills is a challenge for teachers. This action research examines the use of Response To Intervention (RTI) in teaching ELLs mathematical language and its effect on students' math achievement in primary grades. It shows that when mathematical language…
Descriptors: English Language Learners, Second Language Learning, Action Research, Response to Intervention
