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van Wyk, Jacolynn; Mostert, Maria Louise – Cogent Education, 2016
This study investigated the effect of mother tongue instruction and gender on second language acquisition using a causal-comparative quantitative research design. The two distinguishing groups compared were (i) learners that were taught in their mother tongue (Afrikaans) and (ii) learners that were not taught in their mother tongue but in English,…
Descriptors: Foreign Countries, Language of Instruction, Gender Differences, Second Language Learning
Vangsnes, Øystein A.; Söderlund, Göran B. W.; Blekesaune, Morten – International Journal of Bilingual Education and Bilingualism, 2017
The Norwegian language has two written standards, Bokmål (majority variety) and Nynorsk (minority variety), and children receive their schooling in one or other of them. Pupils schooled in Nynorsk acquire the Bokmål variety simultaneously through extracurricular exposure and thus develop what may be termed "bidialectal literacy". In this…
Descriptors: Norwegian, Literacy, Language Variation, Dialects
Tedick, Diane J.; Young, Amy I. – Applied Linguistics, 2016
Two-way immersion (TWI) programs in the US are not reaching their minority language learning potential. While English home language (EHL) students develop functional proficiency, their minority language (e.g., Spanish) remains grammatically inaccurate. Spanish home language (SHL) students may also develop non-native-like aspects. Scholars suggest…
Descriptors: Elementary School Students, Immersion Programs, Grammar, Second Language Learning
Gwee, Susan; Saravanan, Vanithamani – International Journal of Multilingualism, 2018
Research literature has shown that teachers code-switched to a language which is not the medium of instruction to help students understand subject matter and establish interpersonal relations with them. However, little is known about the extent to which teachers code-switch in content subject classrooms compared to language classrooms. Using…
Descriptors: Code Switching (Language), Grade 5, Language of Instruction, Student Diversity
Niehaus, Kate; Adelson, Jill L.; Sejuit, Aubrey; Zheng, Jiali – Applied Developmental Science, 2017
This study examined the extent to which socioemotional well-being mediated the relationship between language status and achievement, while exploring variability in this relationship based on informant (student versus teacher reports of socioemotional problems) and native language background (Spanish-speaking English language learners [ELLs] versus…
Descriptors: Native Language, Academic Achievement, Well Being, Children
Jaekel, Nils; Schurig, Michael; Florian, Merle; Ritter, Markus – Language Learning, 2017
Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long-term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early…
Descriptors: Second Language Instruction, Grade 5, Grade 7, Foreign Countries
Zhou, Mingming; Ren, Jing – School Psychology International, 2017
Engagement in academic tasks is important. However, compared to the large body of research on task engagement, the number of studies on task disengagement is quite limited. The aim of this study is to examine the associations between the motivational (self-determination) and attitudinal antecedents (learning orientations) of task disengagement.…
Descriptors: Self Determination, Grade 5, Elementary School Students, Learner Engagement
Portes, Pedro R.; González Canché, Manuel; Boada, Diego; Whatley, Melissa E. – American Educational Research Journal, 2018
This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the…
Descriptors: Elementary School Students, Culturally Relevant Education, Outcomes of Education, Intervention
Lowman, J. Joneen; Dressler, Emily V. – Journal of Special Education Technology, 2016
Poor word learning is a hallmark characteristic of students with specific language impairment (SLI). Explicit vocabulary instruction has shown to positively improve word learning in this population. Mobile technology has many advantages making it conducive for addressing the word learning needs of students with SLI. The current study utilized a…
Descriptors: Language Impairments, Video Technology, Teaching Methods, Grade 5
Hong, Zeng-Wei; Huang, Yueh-Min; Hsu, Marie; Shen, Wei-Wei – Educational Technology & Society, 2016
Anthropomorphized robots are regarded as beneficial tools in education due to their capabilities of improving teaching effectiveness and learning motivation. Therefore, one major trend of research, known as Robot- Assisted Language Learning (RALL), is trying to develop robots to support teaching and learning English as a foreign language (EFL). As…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Second Language Learning
Becirovic, Senad – European Journal of Contemporary Education, 2017
This study deals with the research into the relationship between gender, motivation and achievement in learning English as a foreign language. A good command of English is of paramount importance for an individual to be successful in numerous aspects of life such as professional, personal and educational. The aim of this research was to determine…
Descriptors: Gender Differences, Student Motivation, Academic Achievement, English (Second Language)
Ting, Yu-Liang; Tai, Yaming; Lin, Hsin-Yi – International Journal of Information and Communication Technology Education, 2015
The integration of technology into English teaching is a trend in primary education. The purpose of this study is to explore how the interactive whiteboard (IWB) can be used in the teaching and learning of English as a Foreign Language. Through a wide range of interactive hands-on activities, the IWB's features are illustrated for the design of…
Descriptors: Vocabulary Development, Teaching Methods, English (Second Language), Second Language Learning
Wu, Zhonghe; An, Shuhua – Journal of Urban Learning, Teaching, and Research, 2016
This study examined the effects of using the Model-Strategy-Application with Reasoning Approach (MSAR) in teaching and learning mathematics in linguistically and culturally diverse elementary classrooms. Through learning mathematics via the MSAR, students from different language ability groups gained an understanding of mathematics from creating…
Descriptors: Urban Teaching, Urban Areas, School Districts, Grade 2
Shahamat, Ailar; Mede, Enisa – Education 3-13, 2016
This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular…
Descriptors: Cooperative Learning, Foreign Countries, Elementary School Students, Elementary School Teachers
de Zarobe, Yolanda Ruiz; Zenotz, Victoria – Language Learning Journal, 2015
Content and Language Integrated Learning (CLIL) is a multifaceted educational approach which has emerged as a major innovation in improving language learning and subject learning in the curriculum. In order to analyse the effect of this approach, a number of studies (Dalton Puffer, C., T. Nikula and U. Smit, eds. 2010. "Language Use and…
Descriptors: Foreign Countries, Reading Strategies, Second Language Learning, Second Language Instruction